Abstract
This article explores the complex relational landscape of international partnerships where local and transnational education objectives are entangled. We present a methodological practice for experimenting with diagrams and maps. Our emphasis on spatial rendering of local/global relationality is intended to invite discussion about the postcolonial context of international education work and the geopolitics of transnational curriculum. We pursue a diagrammatic and archipelagic form of creative abstraction, which we present as a posthuman cartographic practice. To illustrate this practice, we focus on a specific international curriculum development project funded by the World Universities Network.
| Original language | English |
|---|---|
| Pages (from-to) | 507-521 |
| Number of pages | 15 |
| Journal | Qualitative Inquiry |
| Volume | 28 |
| Issue number | 5 |
| Early online date | 30 Dec 2021 |
| DOIs | |
| Publication status | Published - 1 Jun 2022 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project is funded by the Worldwide Universities Network (WUN). The title of the grant is “Innovating the mathematics curriculum in times of change: towards local and global relevance”.
Publisher Copyright:
© The Author(s) 2021.
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