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It analyzes how ICT accelerates globalization and how education systems respond through curriculum internationalization. Focusing on the classroom “cultural other,” it proposes a more comprehensive working definition that includes race, ethnicity, country, internal regional differences, socioeconomic status, belief systems, gender, and academic capabilities, emphasizing educators’ need to manage fear, difference, and inter-cultural competence.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-overlooked-aspect-of-internationalization-power-blocs-and-the-cultural-other-in-the-classroom-article-11/601906/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"CatatanPagi","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"How does the article distinguish internationalization from globalization?","Question",{"text":106,"@type":107},"It argues the two terms are not interchangeable and that globalization significantly shapes internationalization and everyday teaching-learning processes.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What factors does the commentary include in its working definition of “cultural other”?",{"text":111,"@type":107},"It includes students differing not only by race, ethnicity, and country, but also by internal districts, socioeconomic status, belief systems, gender, and academic capabilities.",{"name":113,"@type":104,"acceptedAnswer":114},"Why is the “cultural other” response described as complicated?",{"text":115,"@type":107},"The commentary links complexity to fear of the threatening and unknown “cultural other,” which can shape classroom and institutional responses.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},601906,1792093671,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":44},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Educational Considerations  \n\n| Volume 45\u003Cbr>Number 1 Teaching and Learning in a Global\u003Cbr>Community | Article 11 |\n| --- | --- |\n\n2019  \nAn Overlooked Aspect of Internationalization: Power Blocs and the “Cultural Other” in the Classroom  \nAhmad Samarji  \nPhoenicia University, [ahmad.samarji@live.vu.edu.au](ahmad.samarji@live.vu.edu.au)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)[ ](https://newprairiepress.org/edconsiderations) Part of the Bilingual, Multilingual, and Multicultural Education Commons  \nRecommended Citation  \nSamarji, Ahmad (2019) \"An Overlooked Aspect of Internationalization: Power Blocs and the “Cultural Other” in the Classroom,\"Educational Considerations: Vol. 45: No. 1. [https://doi.org/10.4148/0146-9282.2169](https://doi.org/10.4148/0146-9282.2169)  \nThis Commentary is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, [please contact](please contact cads@k-state.edu)[ cads@k-state.edu](please contact cads@k-state.edu).  \nSamarji: Power Blocs inside the Classroom  \nAn Overlooked Aspect of Internationalization: Power Blocsand the “Cultural Other” in the Classroom  \nAhmad Samarji  \nGlobalization and internationalization are two terms that seem to some to be interchangeable, while in fact they are not. Having argued that, Betty Leask (2008) asserts that it is quite impossible to discuss internationalization without referring to globalization as the latter significantly shapes and impacts internationalization and the way we perceive and facilitate processes prompting it in our everyday teaching and learning practice. Additionally, globalization impacts the strategic plans of governments and education institutions when it comes to internationalization and internationalizing the curriculum (Leask, 2008) .  \nGlobalization is not a new concept (Monge, 1998; The Levin Institute, 20161) . Globalization has been taking place for hundreds of years. However, ICT has dramatically speeded up the processes underpinning globalization in a digitally connected world. While there is no consensus on how to define such a complex term (Bauman, 1998; Beck, 2000; Hardt and Negri 2004), it becomes less complex to view globalization in terms of its processes and forces. As a process, globalization is mainly concerned with ‘interaction and integration ’ among the people, companies, institutes and governments of various nations, and such a process is ‘driven by international trade and investment and aided by information technology’ (The Levin Institute, 2016) . The forces of globalization have prompted ‘the rapid increase in movement of people, money, services, goods, images and ideas around the world’(Leask, 2008, p. 10) . Our education systems had to respond to the processes and forces of globalization through internationalization and internationalizing of the curricula.  \nLike globalization, internationalization means different things to different people (Knight, 1997) . Nevertheless, internationalization is commonly perceived as a ‘positive force’ essential for developing students’‘inter-cultural competence’ (Leask, 2008, p. 10) so that they can be wellprepared and equipped to participate in an ‘increasingly globalised society’ (Leask, 2009:3) . Many education institutes are implementing policies and strategies to internationalize their curriculum in response to the increasing demands of globalization (De Wit and Leask, 2017) . A number of education institutes believe that internationalization is ‘bringing people from different backgrounds and cultures together on campus’ (Leask, 2009:3) and supporting them and catering for their needs in issues such as cultural societies, prayer rooms, and food, in addition to facilitating exchange programs (Clifford, 2009) . Hence, internationalization of educat","cbCaifYtNMoQK8pG","https://ap.wps.com/l/cbCaifYtNMoQK8pG","pdf",380957,"English","# Educational Considerations\n# An Overlooked Aspect of Internationalization: Power Blocs and the “Cultural Other” in the Classroom\n## Internationalization vs. Globalization\n## Responding to the “Cultural Other” in Education","[{\"question\":\"How does the article distinguish internationalization from globalization?\",\"answer\":\"It argues the two terms are not interchangeable and that globalization significantly shapes internationalization and everyday teaching-learning processes.\"},{\"question\":\"What factors does the commentary include in its working definition of “cultural other”?\",\"answer\":\"It includes students differing not only by race, ethnicity, and country, but also by internal districts, socioeconomic status, belief systems, gender, and academic capabilities.\"},{\"question\":\"Why is the “cultural other” response described as complicated?\",\"answer\":\"The commentary links complexity to fear of the threatening and unknown “cultural other,” which can shape classroom and institutional responses.\"}]","An Overlooked Aspect of Internationalization: Power Blocs and the “Cultural Other” in the Classroom - Article 11 | PDF"]