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The professionalization of the field of Study Abroad has led to an increase in research on the student experience as well as macro-level analyses of institutional ‘best practices’ for program development and implementation. Yet what has been largely ignored is the international education epistemology embedded in the curation of what I refer to as institutional study abroad portfolios (ISAPs) - the compilation of study abroad programs focusing on specific disciplines or learning activities in particular parts of the world. In this paper, I argue that by using ISAPs as a unit of analysis we can uncover political complexity that is often obfuscated both by institution-level policy analysis as well as program-level evaluation. I present an ISAP analyses of three post-secondary institutions in the U.S. that illustrates how ‘common sense’ geographical and disciplinary pairings come to produce ‘hidden curriculum’ which results in problematic and potentially unintended cartographies of knowledge legitimization.

Curating Cartographies of Knowledge: Reading Institutional Study Abroad Portfolio as Text