Group 5.png

June 24


Essential Participants: Centering The Lived Experiences Of Southern Hosts In International Service Learning Pedagogy And Practice


Time: 10:45 AM - 12:15 PM
: Jessica Vorstermans, Marian DeCouto
Room: 5-160

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.

Exploring the Colonial Entanglements of Internationalization


Time: 13:30 PM - 15:00 PM
Facilitators: Anushay Irfan Khan
Room: 8-170

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 PM - 17:00 PM
Rebecca Fitzgerald, Ron Bull, Regina Hartwick
Room: 7-105

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.

Learning Outcomes

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.


June 25


Shaping Sustainable Futures For Internationalization Of Higher Education: A Collective Sharing Of Narratives, Experiences, And Knowledges Within A Critical Race Theory Framework


Time: 10:15 AM - 11:45 AM
Facilitator: Wesal Abu Qaddum, Naomi Binder Wall
Room: 5-150

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 PM - 14:30 PM
Facilitators: Peter Szyszlo
Room: 8-180

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.

Indigenization Through Internationalization: Land-based Learning Abroad


Time: 15:00 PM - 16:30 PM
Facilitators: Shannon Winterstein, Dani Kwan-Lafond
Room: 7-105