Can COIL be effective in using diversity to contribute to equality? Experiences of iKudu, a European-South African consortium operating via a decolonised approach to project delivery

DeWinter, Alun; Klamer, Reinout

doi:10.14705/rpnet.2021.53.1287

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…Despite the limitations of the funding framework, which was developed in the capacity-building paradigm that is based on the notion that Europeans should train non-Europeans, it was possible to find ways of developing equal collaboration in the consortium (DeWinter and Klamer, 2021). One of the central iKudu principles was striving for a balance in collaboration, sharing core functions in the project across South African and European partners and using skills and insight of all academics.…”

Section: Ikudumentioning

confidence: 99%

The potential of collaborative online international learning as a border thinking third space for global citizenship education

Wimpenny,

Jacobs,

Dawson

et al. 2024

International Journal of Development Education and Global Learning

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In this article, we examine the potential of collaborative online international learning as a borderland third space for global citizenship education. Border thinking is used as a mode of critical questioning and reflection of ways of relating to the world, of feeling, acting, living and inhabiting the world that emanates from plural knowledges disrupting modernity and repositioning alternative knowledge traditions. After discussing the central concepts of collaborative online international learning and global citizenship education, and unpacking border thinking and third space as a lens, we provide four illustrative autoethnographic vignettes from which we then discuss collaborative online international learning and global citizenship education critically. We conclude that by bringing together students to engage in a collaborative learning task that they would be unable to complete on their own, participants have a personal and collective opportunity to appreciate each other’s microsocial realities better. We argue that the potential for becoming in the collective borderlands of collaborative online international learning can deepen students’ learning and understanding of global citizenship education as inclusive, decolonising, Indigenising, critical and transformative. However, collaborative online international learning for global citizenship education should not be deployed uncritically as an online pedagogy, assuming inclusivity. Rather, it can be a core component of holistic learning practice, if it is deliberately used as a borderland third space where valuable learning through reflection and openness to discomfort advances a global mindset.

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Section: Ikudumentioning

confidence: 99%

The potential of collaborative online international learning as a border thinking third space for global citizenship education

Wimpenny,

Jacobs,

Dawson

et al. 2024

International Journal of Development Education and Global Learning

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show abstract

“…Preservice teachers in the program identified the online space as a “comfortable space” for intercultural communication and learning (Arndt 2021). The iKudu project is a north–south partnership between five universities in South Africa and five in Europe and was designed with equality in mind to ensure that as many students as possible could participate in internationalization activities, but however the consortium found that the realities of decolonization introduce challenging contradictions (DeWinter and Klamer 2021). Hence, within the borderless context, opportunities and challenges become evident.…”

Section: Collaborative Online International Learningmentioning

confidence: 99%

Sustaining opportunities and mutual partiality through Collaborative Online International Learning in South Africa

Naicker

2023

Policy Futures in Education

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The value of internationalization within the limits of mobility has become more pronounced during the COVID-19 pandemic. As reflection occurs on our own history, navigating a period of reset and renewal, this paper examines how to advance our thinking, and explore and transverse essential differences within the digital space. Hence, recalibrating the global north and south agenda to create inclusionary principles through virtual exchange. First, this ethnographic paper explores the sympoeitic relationship of creating opportunities and a sense of agency toward morphogenesis. Second, it focuses on the contextual rationale for Collaborative Online International Learning (COIL) within higher education. Third, it explores equity in the digital space through multiple engagements in COIL. The paper offers associated conclusions for critical virtual exchange to advance equity, inclusion, and social justice and suggests responsible pluralistic internationalization.

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“…Thus VE-based IaH is not inherently inclusive. On the contrary, VE has the potential to present one-sided perspectives and concepts to learners that do not account for the diversity of contexts and experiences, similar to any other form of online or blended education (DeWinter & Klamer, 2021). The use of the English language in VE programs serves as a good example of such biases and hegemonies, in addition to the fact that facilitators are trained using Western ideologies, which might lead to alienation of certain student populations (ibid).…”

Section: Literature Reviewmentioning

confidence: 99%

Marginalization and Underrepresentation in Virtual Exchange: Reasons and Remedies

Alami

Albuquerque

Ashton

et al. 2022

jis

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The recent expansion of virtual exchange (VE) in lieu of the Covid-19 pandemic and the ongoing advance of technology has resulted in considerably larger numbers of VE participants for those in certain areas and contexts, yet not all would-be participants have been so fortunate. In some regions and in various contexts, challenges in VE implementation have resulted in disadvantaged populations in terms of underrepresentation and marginalization in global VE networks. To illuminate such challenges, a mixed-method approach was utilized in the current study, beginning with a global survey to elucidate reasons for underrepresentation in terms of political, governmental, institutional, administrative, technological, pedagogical, cultural and personal challenges. Thereafter, semi-structured interviews with instructors, administrators, and educational decision makers were conducted to gain further insights. Although VE is now well established as an impactful mode of studying abroad, various region-specific challenges remain. We conclude with recommendations for underrepresented regions and populations.

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Can COIL be effective in using diversity to contribute to equality? Experiences of iKudu, a European-South African consortium operating via a decolonised approach to project delivery

Cited by 6 publications

References 3 publications

The potential of collaborative online international learning as a border thinking third space for global citizenship education

The potential of collaborative online international learning as a border thinking third space for global citizenship education

Sustaining opportunities and mutual partiality through Collaborative Online International Learning in South Africa

Marginalization and Underrepresentation in Virtual Exchange: Reasons and Remedies

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