International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Multiparadigmatic Humanities: Curricula for Global Studies
Lena Bader, Tabea Bereuther, Elisabeth Deutsch, Julia Edlinger, Silvia Füreder, Emanuel Kaspar, Marlene Köttstorfer, Claudia Mautner, Christine Rossegger, Alina Samonig, Stefan Samonig, Christoph Schuster, Gerhard Witz, Victoria Zotter, Daniela Lehner, Alexander Rozanov, Ilya V. Ilyin, Gilbert Ahamer

In recent, decades, humanities and social sciences have become “theory exporting sciences”. Especially multiperspectivistic issues and multiparadigmatic approaches are one of the generic strengths of humanities since classic times. Recently emerged “Global Studies” mean a combination of political, historical, social, cultural, developmental, geographic, economic, environmental and technological approaches, thus generating a true multiparadigmatic view, as demanded for modern reality. This article provides an overview of multicultural and developmental curricula worldwide with an emphasis on “Global Studies” (GS) curricula such as the recentlyfounded GS Master’s curriculum at Graz University, Austria. Based on an in-depth comparison, practical and implementable suggestions are made about how to improve such curricula in order to ensure the highest and globally compatible academic quality. Through a web-based process of authoring and reviewing, over two dozen students and practitioners in Global Studies have compiled this analysis.Further networking among universities from every continent, and their students, is thus facilitated for future quality assessment of curricula with a geographic leaning. Analyses conducted by over 50 contributors show that over a dozen curricula of “Global Studies” from all parts of the world deliver cutting-edge academic training while maintaining different profiles.GS in Graz, Austria seems to maintain a very high rank in this comparison regarding academic quality and usefulness for professional practice. The present specific recommendations serve as valuable evidence-based and authentic input for evaluations needed by any academic curricula elsewhere including a focus on geography. Didactically, peer-oriented higher education profits greatly from student input that analyses curricula. Such quality assurance is favourably implemented via collaborative education technologies such as web platforms with discussion fora. Students as the core target group in higher education institutions express their own opinion and are valued as experts and stakeholders in a genuinely democratic procedure.

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