Search results

Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.

Using a decolonial framework for thinking about knowledge, education and internationalisation, this chapter critically unpacks the historical and contemporary complexities in South African higher education, including the colonial roots of higher education and internationalisation, the Eurocentric hegemony and white domination during colonialism and apartheid, and the lack of epistemic decolonisation in post-apartheid South Africa. The chapter shows how the way internationalisation has been practiced by universities since the end of apartheid has contributed to the maintenance of Eurocentric hegemony and coloniality of knowledge. The chapter highlights the need to rethink, reconceptualise and redefine internationalisation, and unpacks a new definition of internationalisation which takes into consideration historical complexities, contemporary realities and challenges, and the need for epistemic transformation and decolonisation in South African higher education. This is in line with Ngũgĩ wa Thiong’o’s decolonial ‘quest for relevance’ of education and knowledge to the people, places and regions in which universities operate, while looking outwards at the world and critically engaging with the plurality of worldviews, ideas, knowledges and ways of knowing. Such a quest could allow students to critically interrogate and understand their being and place in the world, as well as their relationships and linkages to others around the globe.

Decolonizing the curriculum is an important topic in education but what does it really mean to decolonize the curriculum? In this self-study, I reflected, with the help of a critical friend, on what decolonizing the curriculum could mean in the context of my biology education classroom using the Pedagogical Content Knowledge model by Davidowitz and Rollnick (2011) as the guiding framework. From these reflections, I came to the conclusion that decolonizing the curriculum is not about erasing the known facts and principles of science but rather, it is about contextualizing it by replacing the Eurocentric stories, texts, and examples among other things, with our own Afrocentric ones. Contextualizing our curriculum is, however, fraught with challenges which include underdeveloped indigenous languages available to be used as languages of instruction, lack of locally produced teaching and learning resources including textbooks, and lack of documented indigenous knowledge that curriculum implementers can use in their teaching in order to make it contextually relevant. In this chapter, I share insights from my reflections.

Throughout the world, women encounter strong patriarchal values that promote the virtue of women's chastity. Within numerous conservative societies, such as certain regions of the Islamic Republic of Pakistan, the intactness of the hymen in a young woman is viewed as emblematic of her dignity, righteousness, and pride. Participants in our investigations highlighted that hymen rupture stigma remains prevalent in many parts of Pakistan, often leading to social consequences or disapproval of women who want to participate in sports. Additionally, participants disclosed that some women had internalized the hymen rupture stigma, and families might reinforce it. This chapter contributes to the limited scholarship concerning how social norms, hymen rupture stigma, and family values influence Muslim women's participation or lack of participation in sports in Pakistan.

This chapter outlines the underpinning author’s perspective to explain the approach to decoloniality and untangle the current praxis and research method from coloniality. This chapter also describes the subsequent chapters’ structure, moving from colonialism and its roots to decoloniality in practice and research.

The purpose of this paper is to explore the benefits of co-creation methods when designing information and communications technology (ICT) solutions to aid migrant integration by outlining the process of co-creating an innovative platform with migrants, including asylum seekers and refugees, and non-governmental organisation representatives and public service providers.

The study used mixed methods and was divided into three stages. Researchers carried out an extensive literature review and case studies, whilst data were collected via surveys, focus groups and in-depth interviews.

The paper demonstrates that co-creation methods are essential in the development of ICT solutions for vulnerable groups like migrants, asylum seekers and refugees enabling researchers to counter the adverse effects of eurocentric bias by improving inclusiveness and trust in the platform vis-à-vis migrant users.

The research reflects on the development of an innovative platform, created and validated in situ with migrants and other end-users. It provides an often-unexplored analysis of the link between methodological approaches in ICT tools development (co-creation), and real-life impacts for migrants in terms of mitigating digital exclusion and white ethnocentric bias. The article complements two whitepapers and other policy briefs written on the results of this research that have informed EC policy-making in the area of migration, including the EU action plan on integration and inclusion 2021–2027.

This chapter traces the origin of racism and reviews the historical and contemporary debates around race and racialisation in western thought. There are persistent disagreements surrounding the origin and nature of racism. Because of the evolution of racist ideas, behaviours and institutional practices and policies, there are various views about the meaning and analytical application of racism. This chapter explores how ideas of race – understood as innate and immutable human differences that can be classified and ranked hierarchically based on race – has emerged in western history and evolved over time. It examines how this has influenced social and political practices and associated policies across the evolution of modernity. The chapter specifically discusses the Atlantic slave trade and how it shaped the historical development of race and racism within the context of colonialism. It concludes with a discussion and critical review of some of the racist systems and policies which have been enforced across different multiracial countries.