Abstract: At present, embedding internationalization in teaching and extracurricular activities is a popular aim being taken on by universities worldwide to further develop higher education students as global citizens. An emerging way of achieving this aim is the adoption of Collaborative Online International Learning (COIL), a research-based virtual exchange modality where faculty in two countries develop a joint syllabus for students to transnationally learn and work together to meet shared learning objectives. Grounded in theory-based empirical analysis, this paper posits the capacity of COIL as a type of at-home internationalization able to encourage students to adopt a globally informed understanding of the politics of race. Exercising an in-depth analysis of a United Kingdom COIL case study and an accompanying analysis of focus group findings and questionnaires completed by British higher education students, this paper conceptualizes COIL’s potential to facilitate transformative learning outcomes. It offers a theoretical framework for educators to proactively analyse student perspectives and to understand what it takes for internationalization to empower effective anti-racist education, alongside the challenges that serve as barriers to this unique endeavour.
Amal Abu-Bakare (Thu,) studied this question.