Key points are not available for this paper at this time.
This article preliminarily explores how Freire’s critical pedagogy can inform critical internationalization studies (CIS) as a critical approach to internationalization otherwise, decolonial and non-Western. Paulo Freire and his critical philosophy can be applied and contribute to scholarships of internationalization of higher education (IHE) as an epistemic manifestation of Walter Mignolo’s epistemic disobedience which critiques Eurocentric dominance and knowledge hegemony. Integrating Freirean decolonial theory into international higher education offers new dialogues and emancipatory frameworks for addressing knowledge imbalances and challenging the entrenched myths of internationalization. Also, it provides a new lens to appreciate the critical awareness of the Global South, explaining why they challenge the dominant narrative, and how they actively protest inherent knowledge hegemony. This article is developed in four respects: (a) epistemologically, resisting the Western banking model of IHE; (b) nation states: contesting Western-dominated ranking systems; (c) medium of instruction: critiquing English hegemony and the duality of the oppressed; (d) pedagogic practice: fostering dialogic pedagogies in internationalized classrooms. This article concludes with a call to action, advocating for the application of Freirean principles in Internationalization at Home (IaH) and Internationalization of Curriculum (IoC) to develop global citizens committed to social justice, democracy, and equity.
Ting Du (Mon,) studied this question.