This article examines the concept of internationalizing the curriculum in the context of Australian higher education. It draws on evidence from a research project driven by policy changes resulting from the diverse student demography. The article looks at the ways in which student diversity within the Australian higher education sector shapes academics’ pedagogical practices of internationalizing the curriculum (IoC). The author describes the process, findings and outcomes of a research project on IoC she was involved in. Interview narratives of a group of academics involved in this study are presented to highlight some of the cultural and pedagogical issues educators are engaging with in the process of knowledge production vis-a-vis IoC. Challenges of IoC and inclusive pedagogy for universities are also considered given the present market-driven goals of higher education.
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