Internationalization at home strategies examined through the intersections of racism, linguicism, and ableism

Abstract

Internationalization at home (IaH) strategies target the majority of non‐mobile students to improve global competencies within their home institution. However, visible differences in social identities including race/ethnicity, language, dis/ability can create invisible social boundaries between students, further impeding the achievement of international and intercultural competencies. This article utilizes the intersections of racism, linguicism, and ableism as a proxy of diversity to discuss the implementation of IaH for diverse learners in postsecondary institutions in the global society. The first part of this article delineates each site of minoritization followed by the intersectionality in the educational experiences of diverse learners with multiple vulnerabilities. Finally, inclusive IaH strategies are suggested to embrace the diversity that fosters intercultural and international competencies in students’ home institutions.

Becoming Global at Home: An Analysis of Existing Cases and A Proposal for the Future of Internationalization at Home

“…According to authors such as Beelen and Jones (2015b), Guimarães et al (2019), Kim (2020), Mestenhauser (2011), Muñiz and Borg (2021), and Paige (2005) a limited percentage of students and faculty, only 10%, will ever study or participate in a mobility program. Thus, taking into account that universities are national institutional systems and their expected goal is to educate graduate students who are global citizens, interculturally competent, and capable of living and working in a peaceful and diverse society, then these HEIs need to educate and train the 90% of students who cannot afford to participate in mobility programs (De Wit, 2020;De Wit & Deca, 2020;Universities UK, 2021).…”