Critical Internationalization:  Moving from Theory to Practice

Vavrus, Frances; Pekol, Amy

doi:10.18275/fire201502021036

Cited by 38 publications

(34 citation statements)

References 44 publications

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“…Despite these common pitfalls that are well-documented in the literature (e.g., PEKOL, 2015;STEIN et al, 2016), the partnership for internationalization forged by UFES and FAU is created on the basis of the authors' shared interest, commitment, and critical approach towards the outcome of internationalization for HEIs, and to help improve and realize the potential of such international collaborations by example. Regardless of the financial and geo/political challenges in place, we move forward in exploring the potential of internationalization for our institutions, challenging linguistic and geopolitical biases and privileges, and forging inroads for shifting from TIC to HIC.…”

Section: Resultsmentioning

confidence: 99%

Internationalizations in two loci of enunciation

Finardi

Sembiante²,

Amorim

et al. 2020

ETD - Educ. temat. digit.

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This paper confronts epistemological myopia to decolonize academic knowledge by exposing scholars’ loci of enunciation to localize knowledge that are often taken as universal. In doing so, we reflect about the process of internationalization of higher education (IHE), from two different loci of enunciation--one in the Global South (UFES) and another in the Global North (FAU). Based on the claim that language policies are closely related to internationalization actions/plans, and in the description of internationalization models in terms of the Traditional International Cooperation (TIC) model, characterized by competitive relations, and the Horizontal International Cooperation (HIC) model based on solidarity and international awareness, we analyze language policies and international cooperation agreements at UFES and at FAU as a window for reflecting about the internationalization processes in these institutions. The analysis of language policies and international agreements at UFES suggests a reactive and colonial nature of the internationalization process there, expressed in the number of agreements with institutions from the Global North and in language policies and actions that privilege the use of English. The analysis of international cooperation agreements and language policies at FAU suggest that internationalization strategies are largely designed based on the university’s privileged position as an English-speaking institution located in the Global North. Taken together, overall results of the study suggest that despite the pitfalls, the partnership between UFES and FAU shows potential to forge inroads for more horizontal internationalization models/relationships thus moving form a TIC to a HIC model of internationalization.

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Section: Resultsmentioning

confidence: 99%

Internationalizations in two loci of enunciation

Finardi

Sembiante²,

Amorim

et al. 2020

ETD - Educ. temat. digit.

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show abstract

“…If we agree with Vavrus and Pekol (2015) and Sousa Santos (2014) that the process of internationalization has benefitted more the Global North than the Global South, maybe we can use the disruption caused by the pandemic to think about how we can address this imbalance, in the face of the new world order imposed by the pandemic. Having outlined this scenario for Brazil, we now turn to the revelation of our locus of enunciation at the Federal University of Espirito Santo (UFES).…”

Section: Internationalization In Brazilmentioning

confidence: 92%

Internationalization and the Covid-19 Pandemic: Challenges and Opportunities for the Global South

Finardi¹,

Guimarães²

2020

JETSS

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The aim of this study is to reflect on how internationalization can take place in these challenging times of the Covid-19 pandemic, from the perspective of researchers of a university in the Global South. So as to foreground the discussion, the locus of enunciation of researchers in a Brazilian university is exposed and a meta-analysis of 10 studies produced there between 2019-2020 is carried out, and contrasted with four virtual conferences held by Brazilian associations between June and July of 2020. Overall results of the study suggest that the Covid-19 pandemic brought about many disruptions for education (in general) and international education (in particular), but also opportunities, as internationalization moves away from academic mobility to virtual mobility, enabling a more active role for universities in the Global South and a more balanced internationalization panorama in the world.

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“…Globalization has had great impact on HEIs in the global context during the past decade. One of the most striking phenomena is greatly increased cross-border student mobility, intensified by the General Agreement on Trade in Services (GATS) of the World Trade Organization (WTO), an international treaty that formalizes the market process and procedures for education as a global trade service, which has accelerated the internationalization of higher education in many countries (Altbach & Knight, 2007;Jin, 2006;Vavrus & Pekol, 2015). More and more students worldwide choose to study abroad each year because education abroad experiences have multifaceted long-term impacts on individuals, including deepened personal learning and development, expanded career and professional opportunities, enhanced educational outcomes, increased understanding of world issues, transformed worldviews and values, and increased interests in global engagement (Paige et al, 2009).…”

Section: International Students In Global Higher Educationmentioning

confidence: 99%

Community-Based Learning for International Graduate Students: Impact and Implications

Guo-Brennan¹,

VanLeeuwen²,

MacPhee³

et al. 2020

Michigan Journal of Community Service Learning

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Integrating community-based learning (CBL) into graduate education has gained attention in higher education during the past decade because CBL allows students to inculcate professional values and ethics, situate academic knowledge and understanding in contexts, and practice academic citizenship through serving communities with disciplinary knowledge and skills. In a North American higher education context, about half of the graduate student population are international students, who have needs in several areas. However, their experiences in CBL are under-investigated and scarcely documented in existing literature and scholarship in either community-based learning or international education. Drawing on international students' experiences in a graduate program infused with CBL components in Canadian higher education, this mixed methods case study examined the impact of CBL on international students' developments in five areas: academic, sociocultural, personal, professional, and global citizenship. Through discussions on the benefit, barriers, and implications of providing CBL to international graduate students, this article offers recommendations for improved higher education policy, programs, and praxis to make CBL more inclusive and responsive to international graduate students. As an educational philosophy, approach, and pedagogy, community-based learning (CBL) provides students with experiential learning opportunities in community settings and outside of classrooms (Bringle & Clayton, 2012). CBL allows students to gain a deeper understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility through community engagement and services

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Critical Internationalization: Moving from Theory to Practice

Cited by 38 publications

References 44 publications

Internationalizations in two loci of enunciation

Internationalizations in two loci of enunciation

Internationalization and the Covid-19 Pandemic: Challenges and Opportunities for the Global South

Community-Based Learning for International Graduate Students: Impact and Implications

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