Multilayered processes of globalization have loosened higher education’s nationalistic frameworks by embedding internationalization, a process deemed crucial for preparing students to become global citizens. The core thesis of the paper positions an internationalized curriculum as fostering a disposition toward critical thinking, agency, and empathy in a post-truth world. The argument leans toward developing a conscientious internationalization curriculum grounded in critical pedagogy. This can be achieved by intertwining the syllabus and pedagogy with the ideas of Paulo Freire and Sara Ahmed to cultivate a critical disposition in thinking, doing, and reflecting. The study explores this di... More >