Beyond Rhetoric: Re-imagining Internationalization of Higher Education in Zimbabwe Through a Feminist Framework

Abstract

Traditional models of internationalisation in higher education have been criticized for neglecting equity, inclusion, and social responsibilities in favor of focusing narrowly on economic objectives. This study explores an alternative feminist and collaborative framework for internationalisation of higher education using a case study of Zimbabwean universities. The methodology included content analysis of documents and primary data collection. Five universities participated in semi-structured interviews with thirty participants across administration, faculty, and student leadership to explore understandings, rationales, policies, procedures, initiatives, strategies, aspirations, and challenges regarding internationalisation. The findings revealed gaps between espoused priorities and lived experiences. Thematic analysis showed that incorporating diversity, representation, mutual understanding and empowerment through feminist partnerships validated diverse knowledge and addressed intersectional needs, facilitating culturally sensitive exchanges. However, challenges of limited resources and implementing consistent, systemic changes remained. The study argues that adopting a feminist-informed and collaborative approach enriches internationalisation theory and practice by centering marginalized voices in conceptualizing and implementing initiatives. By dismantling barriers and fostering empowerment, more equitable outcomes can be realized. This feminist approach holds promise for empowering all backgrounds as equal partners in higher education worldwide through wisdom and care.