Dimanche 30 mai 2021
Avec le soutien financier du Fonds de soutien pour les séances interdisciplinaires de la Fédération des sciences humaines
This session is directed towards a critical, multidisciplinary examination of current, normative internationalization policies in higher education during the COVID-19 pandemic, and the interactions of these policies with mobilities of privilege. Internationalization has grown to be a high priority for higher education institutions in Canada, reflected in their strategic plans and policy documents. Yet, the pandemic has changed mobility across the globe, implicating internationalization engagments in HE. More than ever, Gorki’s reminder (2008) to international or intercultural educators is key, that “good intentions are not enough,” challenging us to question our practice if it does not first and foremost address issues of social reconstruction for equity and justice. In other words, he asks if without such questioning, we render “ourselves complicit to existing inequity and injustice”(p. 516). Institutions of higher education across the globe are at important cross-roads as they pivot, shift and remain steady during the COVID-19 pandemic. While on the one hand they are increasingly committed to international and intercultural education, and indigenizing their campuses, on the other they increasingly face pressures under neoliberal discourses to simplify, quantify and manage the increasing diversity on their campuses in a way that ensures institutional survival. These discourses have manifested in different ways during the pandemic – as mobility has shifted and online education dominated education this past year. Now there is more need than ever before to “slow down” and analyze the historical and socio-political power hierarchies that define and characterize international and intercultural relations, current discourses encourage expediency and managerialism that work towards ‘band-aid’ and ‘quick fix’ approaches, during the rush to keep education relevant during the pandemic.
Panel participants will address the theoretical and practical implications for challenging policies that have failed to incorporate critical pedagogical perspectives and will consider curricular concerns for the intersections of race, gender, class and ability in how internationalization is practiced in universities. They will critically analyse the discourses of internationalization and colonialism reflected in the practices of higher education institutions. As researchers operating from a position of care, inclusion, hope, and advocacy for an internationalism that dismantles socially-identified categories of difference and promotes equity and social justice, they will assist us in ‘interrogating’ internationalization at all levels of higher education institutions: governance (policy, administrative practices), curriculum and pedagogy, social relations (among students, staff, faculty, administrators and the wider community).
The session is designed around an interactive session, focused on a question and discussion format between panelists and a discussant. The two questions guiding the session are: 1) What are the key moments in the year of the pandemic that open opportunities for institutional learning for practices that aim at equality and justice? 2) What’s at risk as institutions, faculty, students and community move forward in internationalization in the year ahead?
Discussant: Roopa Desai Trilokekar, Associate Professor, Faculty of Education, York University
- Crain Soudier, Chief Executive Officer, Human Sciences Research Council, South Africa
- Christina W. Yao, Assistant Professor and Program Coordinator, Higher Education & Student Affairs, Department of Educational Leadership and Policies, University of South Carolina, USA
- Thashika Pillay, Assistant Professor, Faculty of Education, Queen’s University, Canada