critical internationalization

M@IVES research addresses the trajectory of Brazilian graduate students and their attitude to the development of educational technology through a pretestposttest quasi-experimental process with experimental and control groups. It has included the design methodology of research since the establishment of the problem posed by the institutions of graduate work in guidance to course work. It analyzes data gathered in the field of research and in light of Brazilian reality. It enhances the development of a new teaching methodology, supported by educational technology - M@ IVES - for research specialization courses Education Area offered in the city of São Luís. It demonstrates, by building Site M@IVES and study developed, the limits and educational opportunities offered by the new methodology presented.

La creación de universidades públicas en el conurbano bonaerense en las últimas dos décadas ha permitido a muchas familias acceder a la educación superior y generar sus primeros graduados universitarios (Lorenzano, 2005, p.11). Estas universidades promueven inclusión y acercamiento, siendo instituciones de puertas abiertas que han superado su aislamiento. Es crucial que estas instituciones ofrezcan calidad educativa y oportunidades laborales genuinas para sus egresados, ampliando su rango de acción profesional.La Universidad Nacional de Tres de Febrero posee una oferta académica variada, tanto a nivel de grado como de postgrado. Los diseños curriculares incluyen un área instrumental con la enseñanza de idiomas y computación. Según la autoevaluación institucional, los estudiantes aprenderán inglés, francés y portugués para su capacitación profesional y futura actividad laboral (Lorenzano, 2005, p.55). Para lograr este objetivo, las carreras incluyen de dos a tres cursos cuatrimestrales de inglés general, con niveles elementales, aunque los estudiantes deben haber completado la secundaria, donde recibieron seis años de clases de inglés.

Collaboration  between  academic  peers  and  university  managers  has  different  characteristics  and  motivations,  some  are  personal  and  others  institutional,  especially  among  internationalization  professionals.  The  construction  of  networks  and  communities  can  be  supported in a prospective and relevant way  by  knowing  the  factors  that  determine  good  collaborative  practices  among internationalization experts. This qualitative exploratory-descriptive study analyzes the motivations of a group of nine experts  from  Argentina,  Bolivia,  Chile,  Colombia,  Ecuador,  Honduras,  Mexico,  and Peru participating in the Latin America-Caribbean-Germany  Network  (CALCA)  formed by a group of the German Academic Exchange Service (DAAD) Alumni. These motivations were examined through a focus group identifying intrinsic and extrinsic motivations following the model of Stirling (2013) and Sansone & Morgan (1992). The results show that there is a greater weight in the intrinsic motivations that generate membership, synergy and collaboration linked  to  the  personal  and  professional  development  of  the  participants  of  this  network.

The immersion of global higher education in a competitive, economyoriented paradigm calls for perspectives on internationalisation that are explicitly aimed at shaping cooperative, sustainable and alternative/ decolonial futures. The authors of this chapter recognise the relevance of research perspectives that-epistemologically aligned with critical internationalisation studies-emphasise the dilemmas and contradictions of internationalisation of higher education (IHE). In this chapter, the authors therefore present reflections that confront the hegemonic discourse that portrays the phenomenon of IHE as an unconditional good. The authors dialogue with the idea of promoting a perspective of IHE from and for the Global South-that is, one that instead of suppressing, recognises the epistemic plurality of the world. To do so, the authors assume that any critical efforts to address internationalisation in the context of the Global South can be enriched when explicitly situated within colonial history. The authors argue that looking towards the future of IHE requires a look towards its past. Specifically, the authors bring together four interrelated lines of argument: (i) recognising the university as a historical producer and reproducer of colonial hierarchies; (ii) conceiving the Global South as a field of epistemic challenges; (iii) having a non-myopic view of South-South cooperation; and (iv) spreading the epistemological horizon of Critical Reflections on the Internationalisation of Higher Education in the Global South Diverse Perspectives on Creating a Fairer Society, 33-47

This paper proposes a tentative methodology to critically evaluate some aspects of the first phase of the Brazilian international higher education mobility program called Ciencia sem Fronteiras (Science without Borders SwB ) on its undergraduate scholarship share in Canada. The data to be analyzed come from the first Calls (108/2012-109/2012), and three of the monitoring tools designed by the program administrators:  the immediate, straightforward data available on the Painel de Controle and  Bolsistas pelo Mundo sites (prepared by the program administrators themselves) and expanded with the further information provided (or not) by the students in their Lattes CV (an electronic standardized record of academic life). For this study, we selected the total of 522 students who were placed in the five Canadian universities which presented the largest number of SwB undergraduate students all through the first phase, spent their period abroad and returned to complete their courses in their...

Neste artigo, que é parte de tese de doutorado, analisa-se a aproximação/convergência da educação superior brasileira à ‘tendência global World Class University’ ou Universidade de Excelência/de Classe Mundial a partir do delineamento das políticas, programas e dos Planos de Desenvolvimento Institucionais (PDIs) das Instituições de Educação Superior (IES), a partir da década de 2000. Desse modo, algumas questões que norteiam a discussão empreendida, para além da que intitula este artigo, são: o Brasil, via suas IES ou algumas delas, está na ‘corrida’ para alcançar o status de excelência ou de classe mundial na esteira dessa tendência global? Para que ou para onde indica este movimento? Quais universidades afirmam enquadrar-se nesse modelo? No intuito de responder a estas questões, em termos metodológicos, lançou-se mão do levantamento de bibliografia e dados, bem como utilizou-se a análise documental, considerando a compreensão da totalidade histórica e social, com seus condicionant...

Introduction/Objectives: This study aims to analyze the policies and processes of internationalization at Armando Alvares Penteado University Centre (FAAP), identifying the contributions to the development of interculturality and intercultural competence (IC) in the triad of teaching, research, and extension, between 2014 and 2021. Furthermore, it seeks to reflect on the internationalization actions undertaken by the institution during this period, investigating the discussion about internationalization policies and processes, considering the consolidation of the University Center and its relationship with national, regional, and international contexts, and identify actions that can enhance the development of interculturality. Methodology: The research, grounded in historicaldialectical materialism, aims to establish the uniqueness of the subject-the elaboration of judgments and concepts-employing the following data collection techniques: bibliographic and documentary research, followed by interviews with students, professors, and institution managers. Results/Conclusion: The partial results of the research reveal that FAAP's internationalization processes are well-established, as over the course of 20 years, numerous activities have been conducted, linking it with institutions and cooperation networks worldwide. The increasing significance attributed to interculturality reinforces the perspective of solidary internationalization, and it is fostered through the implementation of courses and integration activities. It is noteworthy that there is no local model explaining the acquisition of IC. Thus, we propose, with the assistance of historical-critical pedagogy, in addition to examples and cases that have occurred within the framework of the institution's internationalization, to develop a model for the acquisition of interculturality and IC.

In this article we discuss the impact of Science without Borders Program (SwB) on the internationalization process of Federal University of Alfenas (UNIFAL-MG), Brazil. SwB was a prominent project in the scope of internationalization of higher education and drew the attention of universities, citizens, the media, and the scientific community. Based on the literature on internationalization of higher education and on data from the program, this case study revealed UNIFAL-MG's perception of SwB and its implication on the university's incipient internationalization process. From the point of view of the university's academic community, the main advantage of SwB was the international study experience of scholarship holders, who declared having had immense personal and academic growth. On the other hand, improvements on UNIFAL-MG's internationalization process were observed. We concluded that without adequate planning and specific assessment the difficulty in implementing the objectives of international mobility programs such as SwB will be perpetuated in Brazil.

In this article we discuss the impact of Science without Borders Program (SwB) on the internationalization process of Federal University of Alfenas (UNIFAL-MG), Brazil. SwB was a prominent project in the scope of internationalization of higher education and drew the attention of universities, citizens, the media, and the scientific community. Based on the literature on internationalization of higher education and on data from the program, this case study revealed UNIFAL-MG’s perception of SwB and its implication on the university’s incipient internationalization process. From the point of view of the university’s academic community, the main advantage of SwB was the international study experience of scholarship holders, who declared having had immense personal and academic growth. On the other hand, improvements on UNIFAL-MG’s internationalization process were observed. We concluded that without adequate planning and specific assessment the difficulty in implementing the objectives ...

This study aims to describe the relationship between the process of internationalization of a Brazilian university and its triple mission of teaching, research and outreach activities. To this end, the study discusses the interface between internationalization of higher education and global citizenship education (GCE) focusing on the United Nations Sustainable Development Goal (SDG) 4-Quality Education-which aims to guarantee inclusive, equitable and quality education for all. GCE is related to SDG4 as it acknowledges interrelationships of the global, national and local aspects of higher education. So as to reflect about these interrelations, the study reports on an ongoing project 1 proposed in a university in Brazil whose aim was to link research results through an outreach project to develop the internationalization of small companies in the State of Espirito Santo, in connection with another project and university in Spain. The study draws on a theoretical-empirical, qualitative research based on secondary data with a corpus composed of 20 studies produced in the Brazilian university and the needs analysis carried out in the Spanish university to illustrate and discuss the interconnections between innovation, internationalization and GCE in relation to SDGs 4. The internationalization of the Brazilian university was analysed in relation to the university's triple mission of research, outreach and teaching activities/opportunities. The results of the analysis suggest that the internationalization of that institution is related to its triple mission of teaching (analysed in the Business Administration courses of the two universities involved), research (analysed through corpus analysis results) and outreach activities (analysed in the outreach/internationalization projects of the two institutions involved). Preliminary findings of the project suggest that the process of internationalization of the universities involved is related to the SDG4 insomuch as GCE is concerned.

Challenges for an internationalization of higher education from and for the global south One of the recent developments in the field of internationalization of higher education (IHE) is a greater recognition that, alongside the opportunities offered by this process, there are several political and ethical issues that are complex, contradictory, and contestable (Stein, 2017; Leal, 2020). In this regard, Chiappa and Finardi (2021) claim that even though the process of IHE is usually portrayed as an intrinsically beneficial process, its "darker side" (e.g. Archanjo & Barbosa, 2019)-a reference to Walter Mignolo's thought on coloniality-hides mechanisms that maintain and reinforce power asymmetries and hierarchies between knowledges and people (Vavrus & Pekol, 2015), accordingly with their positioning within the historical worldsystem (Wallerstein, 2006). Some of the criticism raised against current views and practices of IHE refer to the understanding that internationalization is "losing its way" (Knight, 2014: 76); that competition advances to the detriment of cooperation (De Wit, 2020; Finardi, Mendes & Silva, in press); that internationalization should be more inclusive and less elitist (Finardi & Guimarães, 2020); that the link between internationalization and neoliberalism has narrowed (Bamberger, Morris & Yemini, 2019) and that international collaboration has become complex: "Did anyone really anticipate just how complicated internationalization of higher education was going to be?" (Reisberg, 2019: 1). Given this recognition, several researchers-both in the Global North and South-have advocated for internationalization to be guided by values that transcend the market logic and offer more direct contributions to the society. For example, Jones and De Wit (2014: 28), referring to how globalization affects IHE, argue that internationalization should no longer be immersed in a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. De Wit, Gacel-Ávila and Jones (2017) reaffirm that the traditionally adopted concept of internationalization

Drawing on the notion of ecology of knowledges and epistemologies of the South, the study discusses the production of knowledge on internationalisation of higher education in Latin America through the analysis of papers published between 2011-2020 by authors linked to institutions located in this region. Bibliometric techniques were used to compose a corpus of 117 papers from the Scopus database, analysed in two dimensions. In the editorial dimension, annual production by country and most prevalent languages and journals were analysed, and in the epistemological dimension the most cited authors, word co-occurrence and collaborations were analysed. Results of the study show that the growth in publications is unmatched by the impact of this production, suggesting a lack of ecology of knowledges and epistemologies of the South in Latin America, thus reinforcing the status quo and reverberation of theories produced outside the ecosystem of the South.

The study is based on the assumption that knowledge of English is an important factor in the internationalization of higher education and that the English without Borders program has positively affected the overall level of proficiency in English as well as internationalization levels in Brazil. So as to verify this hypothesis, the study analyzed the interface between English proficiency levels measured with the TOEFL ITP test and internationalization scores measured in terms of rankings in a federal university in Brazil. Results of the study suggest that during the period analyzed these two variables remained stable, thus confirming the hypothesis raised.

Globalization has brought many changes to people's lives and mind-sets, posing challenges to the concepts of language, culture, and identity, related to cultural hybridity and the impact of new information and communication technologies (ICTs) on education in general and on higher education in particular, especially in terms of the process of internationalization of higher education, with the implications of using, teaching, and learning certain languages in that process. The role of languages in the process of internationalization is at the core of discussions regarding this process. A critical view of language (s) guided by language policies which reflect the intercultural relations of the global and the local context is paramount for a sustainable and more horizontal internationalization process of higher education. The reflection on the interface between culture

This paper confronts epistemological myopia to decolonize academic knowledge by exposing scholars’ loci of enunciation to localize knowledge that are often taken as universal. In doing so, we reflect about the process of internationalization of higher education (IHE), from two different loci of enunciation--one in the Global South (UFES) and another in the Global North (FAU). Based on the claim that language policies are closely related to internationalization actions/plans, and in the description of internationalization models in terms of the Traditional International Cooperation (TIC) model, characterized by competitive relations, and the Horizontal International Cooperation (HIC) model based on solidarity and international awareness, we analyze language policies and international cooperation agreements at UFES and at FAU as a window for reflecting about the internationalization processes in these institutions. The analysis of language policies and international agreements at UFES...

This paper reports a study that explores the role of English as a language of instruction (or English Medium Instruction (EMI)) in the Turkish higher education system problematizing it in Turkey in terms of the country’s possible inclusion in the European Union and globalization discourses as well as the possible exclusion of Turkish students who do not speak English. With that aim, a study was carried out to analyze the offer of EMI courses at the Turkish universities and the use of English in that context. Data were collected from the Turkish universities websites and the analyses show that there are more state than private universities in the country, most of which have websites in English whereas only 25% offer EMI courses and/or programs to attract international students. The discussion of the data addresses the use of English in the internationalization of higher education in relation to possible implications of offering EMI courses in that context.

The purpose of this article is to discuss the possible directions that the process of internationalization of higher education in Brazil can take in a post-pandemic scenario of COVID-19 based on institutional self-assessment as proposed in the Amorim (2020) matrix. Inspired by Robert Frost's poem and the bifurcation metaphor on the way, we approach two guidelines for the internationalization of higher education, namely: cooperation and competition. The literature review in the area points to a possible paradigm shift (from competition to cooperation) and the discussion proposed here concludes that this change can be amplified/accelerated in the post-pandemic context. The study is reflective and uses the GPS metaphor to assist the self-assessment of Brazilian higher education institutions (HEIs) on the two roads of the poem, in the context of internationalization, in order to guide HEIs on roads that have not yet been traced in the face of the unprecedented context imposed by the...

The European Association for International Education (EAIE) is the European centre for expertise, networking and resources in the internationalisation of higher education. We are a non-profit, member-led organisation serving individuals actively involved in the internationalisation of their institutions.

Drawing on the notion of ecology of knowledges and epistemologies of the South, the study discusses the production of knowledge on internationalisation of higher education in Latin America through the analysis of papers published between 2011-2020 by authors linked to institutions located in this region. Bibliometric techniques were used to compose a corpus of 117 papers from the Scopus database, analysed in two dimensions. In the editorial dimension, annual production by country and most prevalent languages and journals were analysed, and in the epistemological dimension the most cited authors, word co-occurrence and collaborations were analysed. Results of the study show that the growth in publications is unmatched by the impact of this production, suggesting a lack of ecology of knowledges and epistemologies of the South in Latin America, thus reinforcing the status quo and reverberation of theories produced outside the ecosystem of the South.

The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers' beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various Education and Linguistics Research

Challenges for an internationalization of higher education from and for the global south One of the recent developments in the field of internationalization of higher education (IHE) is a greater recognition that, alongside the opportunities offered by this process, there are several political and ethical issues that are complex, contradictory, and contestable (Stein, 2017; Leal, 2020). In this regard, Chiappa and Finardi (2021) claim that even though the process of IHE is usually portrayed as an intrinsically beneficial process, its "darker side" (e.g. Archanjo & Barbosa, 2019)-a reference to Walter Mignolo's thought on coloniality-hides mechanisms that maintain and reinforce power asymmetries and hierarchies between knowledges and people (Vavrus & Pekol, 2015), accordingly with their positioning within the historical worldsystem (Wallerstein, 2006). Some of the criticism raised against current views and practices of IHE refer to the understanding that internationalization is "losing its way" (Knight, 2014: 76); that competition advances to the detriment of cooperation (De Wit, 2020; Finardi, Mendes & Silva, in press); that internationalization should be more inclusive and less elitist (Finardi & Guimarães, 2020); that the link between internationalization and neoliberalism has narrowed (Bamberger, Morris & Yemini, 2019) and that international collaboration has become complex: "Did anyone really anticipate just how complicated internationalization of higher education was going to be?" (Reisberg, 2019: 1). Given this recognition, several researchers-both in the Global North and South-have advocated for internationalization to be guided by values that transcend the market logic and offer more direct contributions to the society. For example, Jones and De Wit (2014: 28), referring to how globalization affects IHE, argue that internationalization should no longer be immersed in a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. De Wit, Gacel-Ávila and Jones (2017) reaffirm that the traditionally adopted concept of internationalization

This article reflects on the experiences of language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers’ perceptions regarding online teaching during the pandemic were. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality, mostly because of lack of institutional support and training. The analysis of the focus group interviews suggested that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers display...

In this article, we discuss the proposals of the World Bank for Brazilian education policy from 2016 to 2018. To this end, we examined excerpts from four documents issued by the World Bank (2016, 2017a, 2017b, 2018), an international organization that provides loans and technical advice to member countries, as well as plays an expressive role in intellectual production, through the preparation of a set of documents that subsidize the implementation of educational policies. We found in our study a World Bank’s emphasis on state and education reform, in which the fulfillment of basic educational needs is considered as one of the fundamental variables to manage poverty levels. It would be possible through education, which promotes the acquisition of skills and competencies during the school years, to foster jobs and consequently obtain income to reduce poverty. It seems that education is conceived as a central element for alleviating the effects of poverty and promoting equity in the f...

Este texto de pesquisa tem como objetivo socializar uma experiência de formação de docentes e de servidores técnicos administrativos de uma Instituição de Ensino Superior para a internacionalização em casa. O foco do curso foi a familiarização dos participantes com as concepções teóricas e práticas que circundam o tema de internacionalização em casa, incluindo questões administrativas e linguísticas, além de análise e de ideação de práticas de internacionalização. Seguindo uma perspectiva metodológica qualitativa, as percepções da professora formadora foram registradas em notas de campo ao longo do curso e as opiniões dos demais participantes foram coletadas por meio de questionários semiestruturados ao final do curso. Os resultados apontam para a pertinência dos objetivos do curso e para a qualidade dos módulos propostos. Enquanto motivos externos à ingerência dos participantes, como falta de tempo e período da oferta, conduziram à desistência, motivos relacionados à qualidade da p...

This paper analyzes the contexts of influence and design of the reference text for implementing a Language Center as part of the language policy (LP) and internationalization process of a Federal Institute of Education (FI) in the Northeastern Region of Brazil. The critical analysis based on Critical Applied Linguistics (CAL) and the Policy Cycle Approach (PCA) made it possible to perceive that the reference text points to a favorable and strongly driving environment for the design of Language Centers in the FI. Thus, the FI can institutionalize the LP actions already carried out unsystematically and individually by teachers of the mother-tongue and additional ones. The document allows the teaching agency to develop and implement projects that meet the local realities of the FI campuses. However, the reference text is involved in a naturalized-top-down internationalization perspective and focuses mainly on the offer of English courses. Moreover, we perceived the lack of investments ...

A internacionalização das Instituições de Ensino Superior (IES) é recomendada a se conduzir de forma abrangente, através de ações comprometidas e direcionadas, contando com a participação de todos os membros das comunidades universitárias. A comunicação institucional é uma das ações que auxiliam na difusão e na visibilidade desse processo. O presente estudo realiza uma revisão de literatura com uma abordagem qualitativa, exploratória e de natureza aplicada. Utilizou pesquisa bibliográfica, análise documental na coleta de dados e análise de conteúdo para o tratamento desses dados, seguindo a lógica indutiva. Conduziu-se através de dois objetivos; (i) apurar a tendência da produção científica em relação à comunicação e/ou promoção da internacionalização das IES e; (ii) determinar pontos de conexão entre os temas comunicação institucional e internacionalização das IES. Constatou-se que a comunicação institucional, na perspectiva internacional, tende a ser utilizada, com maior relevânci...

This paper proposes a tentative methodology to critically evaluate some aspects of the first phase of the Brazilian international higher education mobility program called Ciencia sem Fronteiras (Science without Borders SwB ) on its undergraduate scholarship share in Canada. The data to be analyzed come from the first Calls (108/2012-109/2012), and three of the monitoring tools designed by the program administrators:  the immediate, straightforward data available on the Painel de Controle and  Bolsistas pelo Mundo sites (prepared by the program administrators themselves) and expanded with the further information provided (or not) by the students in their Lattes CV (an electronic standardized record of academic life). For this study, we selected the total of 522 students who were placed in the five Canadian universities which presented the largest number of SwB undergraduate students all through the first phase, spent their period abroad and returned to complete their courses in their...

quanto à falta de feedback para as atividades de produção oral no curso MEO, para oportunidades de interação real e também feedback insuficiente para tarefas de produção oral. O estudo conclui, assim, que o curso MEO não reconhece a importância de aspectos pragmáticos no desenvolvimento da Competência Comunicativa e, como tal, deve ser utilizado no formato híbrido como forma de compensar essa lacuna.

The internationalization of Higher Education Institutions (HEIs) is recommended to be conducted in a comprehensive manner, through committed and targeted actions, having the participation of all members of the university communities. Institutional communication is one of the actions that help in the dissemination and visibility of such process. This present study carries out a literature review with a qualitative and exploratory approach of an applied nature. By using bibliographic research, document analysis in data collection and content analysis for the treatment of those data, it follows an inductive logic. It was conducted through two objectives; (i) to investigate the trend of scientific production in relation to communication and/or promotion of internationalization of HEIs and; (ii) to determine points of connection between the themes of institutional communication and internationalization of HEIs. It was found that institutional communication, from an international perspect...

This article reflects on the experiences of language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers’ perceptions regarding online teaching during the pandemic were. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality, mostly because of lack of institutional support and training. The analysis of the focus group interviews suggested that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers display...

This paper has the goal to present and discusses the internationalization process of a university starting by the engineering programs that the engineering school offers. The objective is to make it more attractive and promote the double diploma in order to higher the quality of the programs.

This article presents an extension event that supports internationalization at home in a local context of English teachers’ education and social language practices. The event is planned and carried out in a partnership among English teachers in Inhumas, and professors from foreign and local High Education Institutions. The goals of the study are: i) to discuss the role of the process of Internationalization at Home at UEG through an extension action and ii) to point possible contributions of the extension action for English teachers' education in the local community. The empirical material discussed came from reflections during a meeting in 2018, and from an electronic form in 2019. The discussion revealed the relationship between the event and the internationalization, and the potential expansion of teachers’ education during the event which holds a strong community sense that connects teachers from diverse fields, backgrounds, and contexts.

This article features an interview with Jane Knight, professor at the Ontario Institute for Studies in Education (OISE-University of Toronto), held in June 2019, during the event “Shaping Sustainable Futures for Internationalization in Higher Education”, where Professor Knight was among the main speakers. Internationally recognized for being one of the first authors to define the internationalization of Higher Education theoretically, Jane Knight reflects on this definition after 25 years. In this interview, she also talks about the diversity of institutions in the educational scenario that develops internationalization programs, with particular attention to the international program and provider mobility (IPPM). She highlights as well some relevant and inspiring experiences, such as the one she promoted in the African continent. Finally, she reflects on some challenges of research in internationalization, highlighting the need for interdisciplinary investigations based on evidence ...

The Latin American academic production is analyzed relating to its visibility, internationalization, and the ecology of knowledges and languages. Bibliometric tools were used to form a corpus of 2,939 studies in the Scopus database between 2010-2019, analyzed in two dimensions: the output/editorial dimension, and the input/epistemological dimension, focusing on three aspects: (1) evolution per year and per country; (2) most used languages and journals; and (3) international collaborations. The results of the epistemological dimension showed a greater collaboration with authors from the Global North, especially with Spain, the United States and England (in the case of Mexico and Chile) and Portugal (in the case of Brazil). Regarding the quantitative evolution, a steady growth was observed in Latin America, with Brazil occupying the first position. Spanish predominated as the language of publication, although a trend towards English was observed in the second five-year period analyzed, surpassing Portuguese. Taken together, the results of the study suggest that the patterns of academic production in Latin America do not show an ecology of knowledges and languages.

Over the last two decades, the concept of the internationalization of higher education has moved from the fringe of institutional interest to the very core. While gaining moral weight, its content seems to have deteriorated. There is an increasing commercialization under the flag of internationalization. This attitude has exacerbated the devaluation of internationalization and the inflation of defensive measures. While in need of more philosophy, we also require a greater sense of reality. We need to rethink and redefine the way we look at the internationalization of higher education in the present time.

Globalization has brought many changes to people's lives and mind-sets, posing challenges to the concepts of language, culture, and identity, related to cultural hybridity and the impact of new information and communication technologies (ICTs) on education in general and on higher education in particular, especially in terms of the process of internationalization of higher education, with the implications of using, teaching, and learning certain languages in that process. The role of languages in the process of internationalization is at the core of discussions regarding this process. A critical view of language (s) guided by language policies which reflect the intercultural relations of the global and the local context is paramount for a sustainable and more horizontal internationalization process of higher education. The reflection on the interface between culture

This paper confronts epistemological myopia to decolonize academic knowledge by exposing scholars’ loci of enunciation to localize knowledge that are often taken as universal. In doing so, we reflect about the process of internationalization of higher education (IHE), from two different loci of enunciation--one in the Global South (UFES) and another in the Global North (FAU). Based on the claim that language policies are closely related to internationalization actions/plans, and in the description of internationalization models in terms of the Traditional International Cooperation (TIC) model, characterized by competitive relations, and the Horizontal International Cooperation (HIC) model based on solidarity and international awareness, we analyze language policies and international cooperation agreements at UFES and at FAU as a window for reflecting about the internationalization processes in these institutions. The analysis of language policies and international agreements at UFES...

The article reflects on the relationship between the internationalization of higher education and language policies in Brazil. The study provides a review of language policy literature and internationalization policies materialized in national programs, such as the Science without Borders (SwB) and the Languages without Borders (LwB). The analysis of internationalization policies suggests that language policies are at the core of the internationalization agenda, concerning the role of English in this process; however, the role of other foreign/additional languages (L2s) still seems to be disconnected, whereby other languages lack funding and alignment with solid language policies at all educational levels. The analysis of language policies reveals the need to think about the role of L2s at different educational levels as well as in multilingualism in Brazil and in the internationalization of higher education.

Globalization has brought many changes to people's lives and mind-sets, posing challenges to the concepts of language, culture, and identity, related to cultural hybridity and the impact of new information and communication technologies (ICTs) on education in general and on higher education in particular, especially in terms of the process of internationalization of higher education, with the implications of using, teaching, and learning certain languages in that process. The role of languages in the process of internationalization is at the core of discussions regarding this process. A critical view of language (s) guided by language policies which reflect the intercultural relations of the global and the local context is paramount for a sustainable and more horizontal internationalization process of higher education. The reflection on the interface between culture

Internationalization has become more than a buzz word in recent years. It has become a leading investment, generating substantial revenues, and is regarded as an imperative in its kinship to branding and rankings in international higher education. The author deconstructs internationalization as a western hegemonic perspective and advocates instead glocalization in international higher education. Glocalization focuses on enhancing the quality of learning for local and global learner cohorts through mutual understanding and shared values at a deep level of academic and social engagement. Following a literature review, the romanticized notion of internationalization is deconstructed to expose the inherent development communication model of Western hegemony in international higher education. Next, the paper presents the glocalization engagement framework (GEF) as an equitable, inclusive, and diversity-focused international higher education framework. In concluding the paper, critical qu...

This paper proposes a tentative methodology to critically evaluate some aspects of the first phase of the Brazilian international higher education mobility program called Ciencia sem Fronteiras (Science without Borders SwB ) on its undergraduate scholarship share in Canada. The data to be analyzed come from the first Calls (108/2012-109/2012), and three of the monitoring tools designed by the program administrators:  the immediate, straightforward data available on the Painel de Controle and  Bolsistas pelo Mundo sites (prepared by the program administrators themselves) and expanded with the further information provided (or not) by the students in their Lattes CV (an electronic standardized record of academic life). For this study, we selected the total of 522 students who were placed in the five Canadian universities which presented the largest number of SwB undergraduate students all through the first phase, spent their period abroad and returned to complete their courses in their...

Relevance to Development Studies viii List of Abbreviations ix Chapter 1 Introduction 1.1 Research motives and focus 1.2 Methodology 1.3 Positionality and Ethics 1.4 Organization of the Paper Chapter 2 Intercultural Learning: Theories and Concepts 2.1 Interculturality 2.2 Intercultural Learning 2.3 Contact Hypothesis 2.4 Intercultural Competences 2.5 Intercultural Students and Intercultural Classrooms 2.6 Sense of Belonging 2.7 Intercultural Learning Institutions Chapter 3 The Dutch Context 19 3.1 Intercultural Learning in Higher Education Institutions 3.2 Universities as Intercultural Communities 3.3 Two HE Institutions in The Hague and Rotterdam: EUR/ISS and RUAS/IB Chapter 4 Intercultural learning at two universities in the Netherlands 4.1 Expectations of students regarding their peers 4.2 Learning Formats 4.3 Difficulties in Intercultural Classroom Settings 4.4 Influences on Intercultural Learning and 'Sense of Belonging' iv 4.5 Added Value of Intercultural Classroom Participation 4.6 In Sum: Student Perspectives at EUR/ISS and RUAS Chapter 5 Lessons from Intercultural Learning in Practice 41 Appendices List of participants in interviews and focus groups References v I feel very privileged that I could benefit from the Teachers Grant by the Dutch Ministry of Education. Hogeschool Rotterdam gave me the opportunity to combine study and work and my manager and colleagues supported my study path with patience, flexibility and kindness. The Institute of Social Studies allowed me to pursue the MA program Development Studies in part-time in 30 months in a custom-made schedule, for which I owe many thanks. I would like to thank my first supervisor Kees Biekart for his valuable guidance and constructive criticism. He provided me with the tools that I needed to choose the right direction and challenged me analytically. I would also like to thank my second supervisor Rosalba Icaza whose insightful feedback sharpened my thinking. In addition to them, Freek Schiphorst has been an inspiring discussion partner.

The Latin American academic production is analyzed relating to its visibility, internationalization, and the ecology of knowledges and languages. Bibliometric tools were used to form a corpus of 2,939 studies in the Scopus database between 2010-2019, analyzed in two dimensions: the output/editorial dimension, and the input/epistemological dimension, focusing on three aspects: (1) evolution per year and per country; (2) most used languages and journals; and (3) international collaborations. The results of the epistemological dimension showed a greater collaboration with authors from the Global North, especially with Spain, the United States and England (in the case of Mexico and Chile) and Portugal (in the case of Brazil). Regarding the quantitative evolution, a steady growth was observed in Latin America, with Brazil occupying the first position. Spanish predominated as the language of publication, although a trend towards English was observed in the second five-year period analyzed, surpassing Portuguese. Taken together, the results of the study suggest that the patterns of academic production in Latin America do not show an ecology of knowledges and languages.

This paper reports a study that explores the role of English as a language of instruction (or English Medium Instruction (EMI)) in the Turkish higher education system problematizing it in Turkey in terms of the country's possible inclusion in the European Union and globalization discourses as well as the possible exclusion of Turkish students who do not speak English. With that aim, a study was carried out to analyze the offer of EMI courses at the Turkish universities and the use of English in that context. Data were collected from the Turkish universities websites and the analyses show that there are more state than private universities in the country, most of which have websites in English whereas only 25% offer Education and Linguistics Research

Este relato de experiencia discute la producción, evaluación y circulación del conocimiento en América Latina enfocándose en el papel de la internacionalización de la educación superior y los idiomas en estos procesos. Con ese objetivo, empiezo la discusión trayendo evidencias bibliométricas de dos trabajos en proceso de publicación para ilustrar y discutir esas relaciones desde la perspectiva de las epistemologías del sur, argumentando a favor de una ecología del conocimiento y de las lenguas en la internacionalización de la educación superior en el Sur Global y en América Latina. La producción académica sobre la internacionalización constituye un área interdisciplinar que aún se encuentra en expansión y cuyo reconocimiento aún es incipiente y fuertemente influenciado por el Norte Global, como se puede ver en el número de citas de autores de esa región. La constitución de una epistemología del sur, evidenciada en las citas de artículos producidos por autores de la región, parece estar obstaculizada ya que la cooperación entre autores latinoamericanos es pequeña y mucho menor que la cooperación entre autores latinoamericanos con el Norte Global, una situación que refuerza y perpetúa el statu quo y la
reverberación de teorías y epistemologías ajenas al ecosistema del sur. La discusión concluye que, para permitir la constitución de epistemologías del Sur en una ecología de saberes y lenguas, fomentando una internacionalización más crítica y emancipadora en América Latina, es necesario revisar y descolonizar las estrategias de internacionalización y de la producción, circulación y evaluación del conocimiento en esa región.

This paper proposes a tentative methodology to critically evaluate some aspects of the first phase of the Brazilian international higher education mobility program called Ciencia sem Fronteiras (Science without Borders SwB ) on its undergraduate scholarship share in Canada. The data to be analyzed come from the first Calls (108/2012-109/2012), and three of the monitoring tools designed by the program administrators:  the immediate, straightforward data available on the Painel de Controle and  Bolsistas pelo Mundo sites (prepared by the program administrators themselves) and expanded with the further information provided (or not) by the students in their Lattes CV (an electronic standardized record of academic life). For this study, we selected the total of 522 students who were placed in the five Canadian universities which presented the largest number of SwB undergraduate students all through the first phase, spent their period abroad and returned to complete their courses in their...

Este estudio ofrece un espacio para pensar la internacionalización de las instituciones de enseñanza superior brasileñas de forma más crítica a partir de un meta-análisis de los estudios de un grupo de investigación que aborda cuestiones como programas de internacionalización y políticas lingüísticas y de internacionalización en ese contexto. Un hallazgo del meta-análisis sugiere una brecha (y desajuste) de principios y políticas para guiar el proceso de internacionalización de forma crítica en Brasil. La internacionalización crítica se aborda teniendo en cuenta el papel de programas y políticas lingüísticas y de internacionalización bien como a partir del reconocimiento de la mercantilización de la educación y de los medios de contrarrestarla.  Para tanto, se sugiere la desconstrucción del imaginario jerárquico de dominación intelectual y cultural y la interacción solidaria entre las instituciones de los países periféricos para fortalecer el carácter de bien público de la enseñanza...

The present paper provides a reflection on global citizenship education (GCE) in the internationalization agenda. With that aim, the internationalization of higher education (IHE) is discussed from a critical perspective, mainly informed by postcolonial and decolonial studies. More specifically, the paper addresses GCE issues related to criticisms that have been raised against it in terms of (1) its different educational approaches, (2) its cosmopolitan bias with its (3) ideological frame of the so-called “global citizen”. Some alternatives to mainstream approaches to GCE and IHE are offered in the conclusion, based on the contributions of Stein (2017), Andreotti (2015) and Fiedler (2007), who advocate for the otherwise approach and/or postcolonial learning spaces.