Internationalization of Higher Education Studies in Latin America

The article aims to analyze the constructs of interculturality and internationalization based on a theoretical framework that is rooted in sociology and political economics (internationalization) and in sociology and decolonial studies (interculturality) and to understand the contributions of critical interculturality to the development of an alternative notion of educational internationalization. Methodologically, this work is constituted as a qualitative study, of the descriptive and exploratory type, using bibliographic sources. In the first and second part of the article, the main approaches and debates about interculturality internationalization of higher education that take place in Latin America, are discussed. In a third part, these two approaches are analyzed in dialogue, emphasizing similarities between them. Finally, the main contributions of critical interculturality to the development of an alternative process of educational internationalization are presented, highlighting the importance of prioritizing inclusion, of establishing relationships under conditions of equity and an expanded epistemic field.

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Questionando o discurso e a prática de internacionalização da educação superior predominantes na América Latina

Education Policy Analysis Archives ◽

10.14507/epaa.28.3904 ◽

2020 ◽

Vol 28 ◽

pp. 132

Author(s):

Fernanda Leal ◽

Mário César Barreto Moraes ◽

María Soledad Oregioni

Keyword(s):

Higher Education ◽

Latin America ◽

Internationalization Of Higher Education ◽

Historical Evidence ◽

Ways Of Thinking ◽

America Latina ◽

The University

This essay puts forth an epistemological reflection of the prevailing discourse and practice of internationalization of higher education in Latin America. The reflection is based in the following arguments: 1. Under the foundation of a global hierarchical imaginary, internationalization of higher education in Latin America is immersed in a cultural matrix that potentially reinforces unequal geographies of power, knowledge and being; 2. Higher education refers to a relational field of disputes, with questions, fissures and contradictions to the prevailing order; and 3. An effective and emancipatory way of facing the hegemony and coloniality of the internationalization of higher education is to promote a counter-hegemonic and anti-colonial internationalization, that provokes other ways of thinking, doing and living the university institution. In order to reflect on the perspectives and limits of “other forms of internationalization of higher education” in Latin America, reference is made to the idea of Modernity/(De)Coloniality, as well as to historical evidence of South-Global’s distancing from the predominant order.

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Translating Internationalization Initiatives From the Macro to the Micro

People-Centered Approaches Toward the Internationalization of Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-3796-1.ch001 ◽

2021 ◽

pp. 1-19

Author(s):

Kathleen A. Corrales ◽

Lourdes Rey Paba ◽

Paige Michael Poole

Keyword(s):

Higher Education ◽

Latin America ◽

Latin American ◽

Theory And Practice ◽

Internationalization Of Higher Education ◽

Pedagogical Strategies ◽

American University ◽

The World ◽

Micro Level ◽

Internationalization At Home

Internationalization of higher education is a phenomenon affecting universities around the world in their effort to prepare students to interact in international and intercultural environments. This chapter presents a three-phased, professor-led, grassroots study aimed at, first, characterizing the state of internationalization at a particular Latin American university; second, defining what international and intercultural competences (IICs) should be adopted as the institutional goal for all students; and lastly, piloting pedagogical strategies and activities to bring the IICs into the classroom. Ultimately, this chapter hopes to serve as an example for how institutions can translate internationalization initiatives from the macro-level into the micro-level (the classroom) in a more inclusive way that better impacts student learning within the realm of internationalization at home. Likewise, this experience aims to help fill the current gap in the theory and practice of internationalization in Latin America.

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