scholarly journals Coloniality prints in internationalization of higher education: The case of Brazilian and Chilean international scholarships

2021 ◽  
Vol 5 (1) ◽  
pp. 25
Author(s):  
Roxana Chiappa ◽  
Kyria Rebeca Finardi
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Internationalization Of Higher Education ◽  
Industrialized Countries ◽  
Creative Commons ◽  
Colonial Legacy ◽  
Global North ◽  
Science Without Borders

In this article, we argue that efforts to internationalize higher education that do not make visible the colonial legacy in the higher education space become catalysts that intensify and reproduce the power asymmetries among countries, universities, and ways of knowing. To support and illustrate our argument, we carried out an analysis of two of the largest international scholarship programs implemented by Latin American countries, namely, the Brazilian ‘Science without Borders’ and the Chilean ‘Becas Chile’ programs. Our analysis shows that Brazil and Chile, aiming to enhance their position in the so-called ‘knowledge economy’, implemented strategies of internationalization that assumed, naturalized, and possibly biased the intrinsic benefits of internationalization at the expense of local needs and realities. We also found that Brazil and Chile embrace a concept of internationalization equated with academic mobility to (almost exclusively) Western/European industrialized countries of the global North. Key words: Internationalization of higher education, Coloniality, Brazil, Chile, International scholarships How to cite this article: Chiappa, R. & Finardi, K.R. 2021. Coloniality Prints in Internationalization of Higher Education: The Case of Brazilian and Chilean International Scholarships. Scholarship of Teaching and Learning in the South.  5(1): 25-45. DOI: 10.36615/sotls.v5i1.161. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Teaching and learning research in higher education in Colombia: a literature review

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Alison Kay Reedy ◽  
María Lucía Guerrero Farías
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Teaching And Learning Research ◽  
Global North ◽  
Learning Research ◽  
Nature Of Teaching

This paper presents a systematic review of the extent and nature of teaching and learning research in higher education in Colombia over the past two decades and shines light on a body of literature from the South that has been relatively invisible on the global stage. The study found that the volume of SOTL taking place in higher education in Colombia is greater than indicated by previous research, but is taking place unevenly across the higher education landscape. This paper explores the challenges faced by Colombian scholars in engaging in and publishing teaching and learning research. The findings show that while teaching and learning research is happening in higher education in Colombia there are major issues in identifying and locating that research due to a lack of consistent terminology to describe SOTL. The findings also show that the nature of research emerging from Colombia is highly aligned with the global North in terms of methods, methodologies and themes. This paper concludes with recommendations on how to make Colombian learning and teaching research more visible and to reflect to a greater extent the diversity and richness in teaching and learning that takes places in Colombia.   How to cite this article:  REEDY, Alison Kay; GUERRERO FARÍAS; María Lucía. Teaching and learning research in higher education in Colombia: a literature review. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 10-30, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=113&path%5B%5D=44  This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Reimagining higher education in the wake of COVID-19

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zachary Simpson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Journal Editor ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
The World ◽  
Global North ◽  
North And South

In this editorial, journal editor-in-chief, Zach Simpson, introduces the peer-reviewed articles and reflections in Volume 4, Issue 2 of the SOTL in the South journal. These papers, Zach argues, each reimagine aspects of higher education: the classroom, the curriculum, the role of SOTL and so on. In addition, the editorial addresses the current (at the time of publication) coronavirus pandemic afflicting the world, arguing that COVID-19 is not only deepening inequalities between the global North and South, but also rendering SOTL ever more important.Keywords: SOTL in the South, teaching and learning, higher educaiton, special issueHow to cite this article: Simpson, S. 2020. Reimagining higher education in the wake of COVID-19. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 1-3. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=145This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Ways of knowing and the possible contributions of curriculum to the decolonising project

2018 ◽  
Vol 2 (1) ◽  
pp. 136
Author(s):  
Yunus Ballim
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Curriculum Transformation

In this reflective piece, Prof Yunus Ballim argues that we need to develop a more coherent position and understanding of the meaning of curriculum transformation in higher education and how this process may contribute to decolonising the curriculum. How to cite this reflective piece: BALLIM, Yunus. Ways of knowing and the possible contributions of curriculum to the decolonising project. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 136-144, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=54   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network

2014 ◽  
pp. 1-23
Author(s):  
Piergiuseppe Ellerani
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Learning Community ◽  
Professional Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
Management Tool ◽  
Video Research ◽  
Education Network

This chapter concerns the research project carried out in a confederation of Institutions of Higher Education (IHE) in seven Latin American countries. Considering the intercultural background of IHE, the universities defined a new profile of their teachers and other human resources by setting up a new model of teaching and learning based on a “learning process” and shifting the paradigm of learning to “centered teaching.” In this chapter, three characteristics of this process are presented: the first one refers to the profile built as the “product” of an Intercultural Community of Thought; the second one refers to a participatory process, called “the value cycle,” as a working model that allows one to co-construct profiles of university teachers, administrative staff, and human resources staff; the third one presents the tools and the technologies using both of them (Personal and Social Virtual Learning Environment based on Web 2.0, the Human Resource Management Tool, Video-Research, E-Portfolio). The project, carried out through action-research, defines a shared idea of the quality of teaching, a research based and supported by tools, that allows teacher self-assessment as well as the possibility to monitor the quality of universities and to develop plans for continuous improvements by building a community of learning. Qualitative and quantitative studies' data are given.

ICT Applications in U.S. Higher Education

2010 ◽  
pp. 47-58 ◽  
Author(s):  
Michelle O. Crosby-Nagy ◽  
John M. Carfora
Keyword(s):  
Higher Education ◽  
Virtual Environments ◽  
Millennial Generation ◽  
Teaching And Learning ◽  
Internationalization Of Higher Education ◽  
Information And Communications Technologies ◽  
Ict Integration ◽  
Approach To Learning ◽  
Communications Technologies ◽  
The Future

This chapter examines applications of information and communications technologies (ICTs) for education, including multi-user virtual environments (MUVEs) and their returns to teaching and learning in U.S. higher education. ICT applications are most valuable when used in the context of courses with a team-based approach to learning or collaboration opportunities. Some drivers of ICT integration are discussed including the internationalization of higher education and the Millennial generation as the new customers of higher education. Recommendations for the fundamentals of positive ICT applications and integration are provided, as well as a discussion about the future of ICT applications such as MUVEs.

Intercultural Education

2020 ◽  
pp. 201-224
Author(s):  
Felipe Furtado-Guimarães ◽  
Kyria Rebeca Finardi
Keyword(s):  
Higher Education ◽  
Meta Analysis ◽  
Research Question ◽  
Intercultural Education ◽  
Internationalization Of Higher Education ◽  
Local Context ◽  
Relevant Alternatives ◽  
Challenges And Opportunities ◽  
Global North ◽  
The University

This chapter discusses intercultural education (in general) addressing some of its challenges and opportunities within a local context of a public university in Brazil. A review of literature on intercultural education and internationalization of higher education was conducted, followed by a meta-analysis of a corpus composed of 22 studies/documents in the university analyzed, comparing them with the reviewed literature. The study sought to answer the research question of what are the possibilities and limitations of intercultural education in the university analyzed (UFES). The discussion contrasts the analysis of the corpus with the literature reviewed suggesting that UFES adopts English as a Medium of Instruction (EMI) approaches and internationalization models from the Global North which in turn, pose more difficulties than possibilities for intercultural education there. The chapter concludes that the use of other languages besides English in approaches such as CLIL, COIL, and Intercomprehension represent relevant alternatives to foster multilingualism and intercultural education in that context.

scholarly journals Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage.

2018 ◽  
Vol 2 (1) ◽  
pp. 145
Author(s):  
Muaaz Bhamjee
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Senior Lecturer ◽  
Scholarship Of Teaching ◽  
Higher Education Curriculum ◽  
Creative Commons ◽  
The University

Dr Muaaz Bhamjee, a senior lecturer at the University of Johannesburg's Faculty of Engineering and the Built Environment, reviews Disrupting higher education curriculum: undoing cognitive damage (2016) edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin. How to cite this book review: BHAMJEE, Muaaz. Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage. Rotterdam: Sense Publishers. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 145-147, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=55   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches

2018 ◽  
Vol 2 (2) ◽  
pp. 71
Author(s):  
Maite Ines Jiménez ◽  
Gladys Antonia Jiménez ◽  
Carmen Márquez ◽  
Carolina Astudillo ◽  
Loreto Morales ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Socially Responsible ◽  
Public And Private ◽  
Creative Commons ◽  
Educational Challenge ◽  
Systemic Impact ◽  
Local Problems

Currently, the globalization of local problems is both surprising and concerning, as the systemic impact of these problems undermines local territories and directly affects people and the environment. As these issues are inevitable, public and private initiatives have tried to find intercontinental socially responsible solutions to fight pollution, poverty and corruption, among other problems. In this sense, it is possible to find in South America a fertile field to grow awareness, but sometimes this useful marketing resource is unable to reach students within the classroom or change their views of their future professional practice. In this way, social responsibility coexists with academic capitalism practices. This article aims to show how anchoring learning in social responsibility and ethics can transform the classroom. From the students’ narratives, it can be observed that they changed their view of their professional role and transformed their discourses, integrating consideration of others into their thinking. The results lead us to question how universities influence the way in which their graduates affect the world and vice versa. The classroom, a critical, reflexive and transforming space, is the field in which this question can be answered.   How to cite this article: JIMÉNEZ, Maite; JIMÉNEZ, Gladys; MÁRQUEZ, Carmen; ASTUDILLO, Carolina; MORALES, Loreto; GONZÁLEZ, Lorena; HERMOSILLA, Jonathan. Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 71-89, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=37&path%5B%5D=26   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas

2021 ◽  
Vol 5 (1) ◽  
pp. 144
Author(s):  
Sergio Celis
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
South African ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
African Higher Education ◽  
South African Higher Education ◽  
Nancy Fraser

In this review of Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas, book reviewer Sergio Celis discusses why this book is an invitation to reimagine our participation in the higher education field, as scholars, teachers, and citizens. Keywords: Nancy Fraser, Participatory parity, South Africa, Higher education, Book review How to cite ths article: Celis, S. 2021. Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas. Scholarship of Teaching and Learning in the South. 5(1): 144-148. DOI: 10.36615/sotls.v5i1.178. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals The Internationalization of Higher Education in Armenia Nowadays the Analysis of the Existing Problems

2021 ◽  
Vol 12 (1 (33)) ◽  
pp. 79-87
Author(s):  
Yevgine Aperyan
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching And Learning ◽  
Bologna Process ◽  
International Standards ◽  
University Education ◽  
Internationalization Of Higher Education ◽  
Strategic Partnerships ◽  
Global Knowledge ◽  
Higher Education System

Internationalization is a rapidly growing trend among the higher education system around the world. Academic and research institutions demonstrate a growing interest in the processes of internationalization of higher education, at the international, regional, national, and institutional levels. Internationalization and global engagement are becoming key trends in the development of national systems of education in Armenia and abroad. Numerous researchers have highlighted the problematics of internationalization of higher education associated with the cultural impact of university education, a synergy of humanitarian and natural sciences, intercultural communication, digital and blended learning, international credit and degree mobility, the introduction of international standards for measuring the quality of education defined by the Bologna Declaration. Although internationalization has become established in education at the international level, it should be realized that at the moment there is no single policy or strategy for the internationalization of the higher education system in Armenia, both at the regional and national levels. The lack of uniform strategy is in some way offset at the institutional level: the increasing number of Armenian higher education institutions have integrated internationalization, to varying degrees, in their mission and vision. It can be seen in the activities of the leading universities in Armenia. The global knowledge economy requires all universities to be the competitors for students, faculties, strategic partnerships, and research funding, as well as to prepare their graduates to be global professionals, scholars, highly demanded and competitive. Indicating the mechanism of the implementation of an international component into the existing curricula, programs, research, teaching, and learning processes may contribute to the understanding of the process of internationalization of higher education. Thus, more research is needed on the experience of Armenia and other countries in implementing the provisions of the Bologna process. The purpose of this article is to examine the theoretical and practical aspects of the internationalization process, identifying some challenges and obstacles for the Armenian higher education system and presenting possible ways of overcoming them.

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