Internationalisation – dispelling the myth of African inferiority

Bibliographic Data

ID13080432
AuthorsNcamisile P Mthiyane (0000-0002-0965-9683, University of KwaZulu-Natal, corresponding author), Janet Jarvis (0000-0003-3850-3677, University of KwaZulu-Natal)
Year2024
Publication date2024-01-01
Open AccessYes
TypeARTICLE
VenueCritical Studies in Teaching and Learning (JOURNAL)
Journal identifiersISSN: 2310-7103 • E-ISSN: 2310-7103
PublisherUniversity of the Western Cape Library Service (PUBLISHER)
DOI10.14426/cristal.v12i1.2080
OpenAlexW4401272592
LanguageEN
References cited16

Decoloniality is a framework addressing global power imbalances, particularly between the global north and south, rooted in the process of othering. This article suggests that internationalisation can promote decolonisation, particularly in South Africa, by challenging the notion of inferiority in the global south. Crossing disciplinary and geographical boundaries plays a crucial role in evolving classroom practice into reflective and reflexive classroom praxis. The use of empathetic-reflective-dialogical restorying as a teaching strategy aligns with a decolonial agenda. This approach allows pre-service teachers from diverse geographical contexts, like South Africa and Norway, to engage in empathetic and reflective dialogue within a safe space, potentially reshaping their prior conceptions of best teaching practices. This transformative process holds promise for the classroom environment

Colonialism · Decoloniality · Decolonization · Dialogical self · Discipline · Epistemology · Internationalization · Pedagogy · Political science · Politics · Power (physics · Praxis · Process (computing · Reflexivity · Social science · Sociology · Transformative learning · Computer Science · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms

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Open DOIOpen Access