Mapping Internationalization of Curriculum onto School Psychology and Related Fields

This article presents a systematic review of 12 empirical studies examining curriculum internationalization in the fields of school psychology, counseling psychology, counselor education, and organizational psychology. Situated in the historical, sociopolitical context of the disciplines, we synthesized the purposes, strategies, and challenges of curriculum internationalization in these fields. We argue that professional preparation programs, such as school psychology and related fields, provide a promising context to understand the complex nature of curriculum internationalization through a disciplinary lens. The article raises concerns over the Western-centric and neoliberal approach to internationalization and emphasizes the need to consider disciplinary characteristics in all facets of the curriculum internationalization process. The article contributes to the conversations on curriculum internationalization by encouraging the field to think beyond what has been done and possible when it comes to curriculum internationalization across disciplines.