Addressing Inequities In Outbound Mobility
Time: 10:30 AM - 12:00 PM
Facilitators: Shannon Winterstein, Dani Kwan-Lafond, Jessica Vorstermans, Katie Macdonald
1) Indigenization Through Internationalization: Land-based Learning Abroad - Shannon Winterstein, Dani Kwan-lafond
This talking circle will consist of a brief presentation about a 2-week international education program for Indigenous studies students from Centennial College. In April 2019, students (including several Indigenous-identified students) will travel to three Indigenous territories in Costa Rica to take part in land-based cultural learning; this is the third annual trip of this kind, and is fully funded by the college. The trip prioritizes participants who are Indigenous, including faculty, and it has enabled students who come from marginalized backgrounds to access international experiences that enhance their education. This talking circle will focus on the Indigenous students in the group, who are diverse, and have never traveled to learn with/from other Indigenous peoples outside of Canada. Despite geographical and cultural differences, Indigenous participants from Costa Rica and Canada are able to draw on Indigenous ways of knowing that are common across geographical distance. For example, the use of sharing circles, discussions of common histories of colonization, and learning about the current cultural resurgence that is taking place among Indigenous communities both in Canada and in Costa Rica, are themes that allow students, faculty and community members to enhance their knowledge of global and Indigenous issues through informal learning and international travel. This talking circle will explore the theme of Indigenization through internationalization, as well as questions of access to internationalization for Indigenous students, who face specific barriers and challenges to educational opportunities.
2) Essential Participants: Centering The Lived Experiences Of Southern Hosts In International Service Learning Pedagogy And Practice - Jessica Vorstermans, Katie Macdonald
This workshop takes up a number of colourful and snazzy infographics that represent the data gathered in from 37 Southern host families in Dominican Republic, Ecuador, Ghana, Honduras and Rwanda on their desires, expectations, and ideas for International Service Learning (ISL) and the impacts in their lives. The knowledge from the lived experience of Southern host families is essential to bring into the ISL conversations because there has been very little research that privileges this knowledge (this is now changing: Heron (2011; 2015), Larsen (2015), MacDonald (2016), MacDonald & Vorstermans (2015), Mostafenezhad (2016)). These essential participants in ISL, those who are living with, working with, caring for, and teaching Northern ISL students, need to be centered. Their perspectives and desires must be taken into account in pedagogical considerations, programming and the practice of ISL and community-based learning.
The infographics are presented as accessible educational tools to support Northern ISL students in imagining southern hosts as active participants in their ISL learning - these can be used as stand-alone teaching tools as well as embedded in the larger conversation. This workshop, through the voices of Southern hosts, moves beyond and against a neoliberal model of ISL as centered on Northern student learning as working towards employability (Vrasti 2012). We will take up the data in the infographics to ask questions meant to stir educators and students to dive deep into the complexities of mutuality, relationality and solidarity in their experiences of ISL. Our theoretical framing uses critical pedagogy, critical disability studies and takes up an intersectional lens.
From English Medium Schools to Failed Migrant Fantasies: Exploring the Colonial Entanglements of Internationalization
Time: 13:30 - 15:00
Facilitators: Anushay Irfan Khan
International education is deeply entangled with colonialism - from knowledge production to the 'othering' of racialized bodies. In observing these deep rooted colonial entanglements through story telling and personal narratives this session will highlight how these colonial entanglements maintain racial hierarchies, neo-liberalism, imperialism, the dominance of the Global North while further marginalizing international students, diasporic bodies, racialized bodies etc. within PSE and specifically international education. The session will end with voices of students sharing how the colonial legacies of international education have further contributed to marginalization and what steps we as educators can take to ask difficult questions, challenge the narrative and begin to decolonize.
Internationalizing Higher Education Through Indigenization: Learning At Intercultural Intersections
Time: 15:30 - 17:00
Facilitators: Rebecca Fitzgerald, Ron Bull, Shelley Charles
Internationalization and Indigenization of higher education on the surface appear to be natural allies. Both are concerned with the limitations of mono-cultural perspectives and advocate for a holistic approach to teaching and learning; one that acknowledges, embodies, and exemplifies diverse ways of knowing, experiencing, and engaging in the world (Deardorff, 2004; Larsen, 2016; Barnhardt & Kawagley, 2005; Kuokannen, 2007; Garcia & Shirley, 2012; Bennett & Bennett, 2004;). There’s a tendency, however, in the practice of internationalization (recruitment, study abroad, partnerships, research) to privilege one set of knowledge and values over another (Owns & Lane, 2014; Garsen, 2012). This workshop showcases the partnership development between Otago Polytechnic in Dunedin, New Zealand, and Humber College in Toronto, Canada exploring ways in which internationalization efforts can engage respectfully with Indigenous knowledges, worldviews and peoples to broaden empathy towards cultural difference, ethical decision-making, reciprocity, and good citizenship.
1. To illustrate how Indigenous knowledges, worldviews, and ways of being can inform and shape the strategies used to internationalize higher education;
2. To identify the elements of successful international partnership development – i.e. ethical internationalization for creating respectful, reciprocal relationships;
3. To share, from intercultural perspectives, the process of embedding Indigenous knowledges into programming (including student exchange) and curriculum through the lens of a global academic partnership;
4. To discuss the value of intergenerational participation (i.e. knowledge keepers/elders and transitional knowledge experts) in global community engagement
Participants will be asked to reflect on their own experience, practice and/or research contributing to a sharing of experiences to promote and support ethical internationalization. The workshop will culminate in the creation of a document or artifact for further reflection, discussion and dissemination.
Shaping Sustainable Futures For Internationalization Of Higher Education: A Collective Sharing Of Narratives, Experiences, And Knowledges Within A Critical Race Theory Framework
Time: 10:00 AM - 11:30 AM
Facilitator: Wesal Abu Qaddum, Naomi Binder Wall
We, Wesal (26 years old and Palestinian) and Naomi (80 years old and Jewish) have a desire to engage participants in dialogues that foster a collective sharing of narratives, experiences and knowledges. Our chosen format will encourage a collaborative sharing of educational and relevant work-related experiences of internationalisation, which we will deconstruct in terms of its possibilities and challenges within a critical race theory framework. The question we address pertains to conceptualising the idea of ‘international’ from an anti-racist perspective in the classroom, in higher education spaces in Canada marked by high levels of immigration. Internationalisation in the classroom means acknowledging the diverse subjectivities of students and incorporating their experiences in the knowledge production and circulation within the classroom. The hegemony of whiteness in the classroom within higher education exerts itself through pedagogical practices which exist in the larger organisational structure and culture that constitutes institutions of higher education (Woodall, 2013 & Charbeneau, 2015). We propose a call for disruptive pedagogies, as a call to action, an invitation to educators, scholars and researchers to participate in a disruption of the dominant narrative regarding the foundational history of Canada. The Indigenous contribution alters the dominant narrative entirely. It is a disruptive contribution. The survival of Indigenous women can be understood as an act of disruption. Indigenous women’s experience is necessarily critical to an understanding of the construction, production, and persistence of racism across Canada. Pedagogies and teaching practices can embrace anti-racist theorising and critical whiteness studies in a way which engages with international subjectivities, narratives, perspectives and ideas. In doing so, a climate of inclusivity is fostered in which marginalised and international voices are pushed from the periphery and onto the centre.
Woodall, D. (2013). Challenging Whiteness in Higher Education Classrooms: Context, Content, and Classroom Dynamics. The Journal of Public and Professional Sociology, 5(2), 1-18.
Charbeneau, J. (2013). White Faculty Transforming Whiteness in the Classroom through Pedagogical Practice. Race, Ethnicity, and Education, 18(5), 1-20
How Can Internationalization Efforts Engage Respectfully With And Incorporate Indigenous Knowledges, Worldviews And Peoples?
Time: 13:00 - 14:30
Facilitators: Peter Szyszlo
Transformational internationalization revisited: A case study of AIMS-NEI
For over 15 years, AIMS-NEI has developed a unique approach in the delivery of postgraduate training of the Mathematical Sciences across Africa. As such, knowledge has acquired new importance as a vital element required by societies for competitive advantage. From this perspective, AIMS-NEI has led the transformation of Africa through innovative scientific training, technical advances and breakthrough discoveries which benefit the whole of society. And while the network is hinged on the advancement of the mathematical sciences, it is the next generation of internationalization approaches which has given AIMS its distinct global footprint.
AIMS-NEI represents an innovative response to the challenges of a globalized knowledge economy and the rapid pace of change across the African labour market. Instead of simply training African graduate students for a career, the AIMS model is changing their career DNA — helping to transform them into creative thinkers, designers, problem solvers, collaborators, communicators, and to build-up their resilience as they navigate the ever-changing STEM landscape and prepare for the economy of the future.
This proposed roundtable will attempt to address the question: “How can internationalization eﬀorts engage respectfully with and incorporate Indigenous knowledges, worldviews and peoples?”. By using the AIMS network as a case study, participants will be briefed on the transformative internationalization approaches which AIMS-NEI has developed in order to bridge academic ‘centres’ and ‘peripheries’, as well as leverage global partnerships for strategic purposes. Dr. Peter Szyszlo will then lead a discussion on how or whether their respective universities and/or organizations approach the challenges and opportunities of North-South engagement. Recommendations will be made on how to shift international engagement from transactional to transformational approaches.
Complexities And Paradoxes Of Internationalization
Time: 15:00 - 16:30
Facilitators: Elizabeth Buckner
1) Critical Internationalization, Contractions, And Complicity: Personal Reflections - Lisa Brunner
2) Continuity And Change In Canadian Policymakers' Perceptions Of International Student Recruitment - Dale Mccartney
3) Why I Can't Just Tell You How To Enact Ethical Internationalization - Sharon Stein
With the growth of internationalization has come concern about its potentially harmful implications. Critically-oriented scholars and practitioners problematize the risks of continuing enduring colonial patterns of knowledge production, exploitative relationships, and inequitable access to resources. In this panel, we review some of these critiques. However, rather than propose immediate solutions in response to enduring problems, we invite audience members to grapple with the complexities and paradoxes of internationalization, including difficulties and contradictions that emerge in efforts to interrupt problematic patterns. We consider, for instance, that while the goals of quality, reciprocity, and inclusivity may be broadly shared, they also mean different things to different people. How can we work across these different understandings in generative ways? Is consensus the only way forward, or are there other possibilities? Our intention is to deepen conversations within and across research and practice by inviting self-reflexive consideration of the challenges of imagining and enacting internationalization otherwise, and to create space for people to consider both immediate and long-term implications for their own contexts. As we will present our panel remotely, we will begin with an introduction, followed by presentations from each panelist (10-15 minutes each), and then invite audience participation through submission of "I wonder..." questions in response to the panel. After the responses are collected, they will be read aloud and panelists will offer some reflections on the questions before opening it up to audience responses and questions. It would be helpful if there could be a facilitator in Toronto to collect responses, and pose a few questions while we wait for responses to be collected. The titles of our individual presentations are: “Critical internationalization, contractions, and complicity: Personal Reflections”; “Continuity and change in Canadian policymakers' perceptions of international student recruitment”; and “"Why I can't just tell you how to enact ethical internationalization.”