Exploring the Internationalization of Zimbabwe's Higher Education Institutions through a Decolonial Lens: Postcolonial Continuities and Disruptions

Autor/inn/en	Thondhlana, Juliet; Abdulrahman, Hadiza; Chiyevo Garwe, Evelyn; McGrath, Simon
Titel	Exploring the Internationalization of Zimbabwe's Higher Education Institutions through a Decolonial Lens: Postcolonial Continuities and Disruptions
Quelle	In: Journal of Studies in International Education, 25 (2021) 3, S.228-246 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thondhlana, Juliet) ORCID (Abdulrahman, Hadiza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315320932319
Schlagwörter	Higher Education; Postcolonialism; Educational History; International Education; Foreign Policy; Foreign Countries; Educational Change; International Cooperation; State Universities; Private Colleges; Administrator Attitudes; College Faculty; Teacher Attitudes; Student Mobility; Curriculum Development; Educational Development; Political Influences; Social Influences; Educational Quality; Zimbabwe; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Post colonialism; Postkolonialismus; History of education; Bildungsgeschichte; Internationale Erziehung; Außenpolitik; Ausland; Bildungsreform; Internationale Kooperation; Internationale Zusammenarbeit; Staatliche Universität; Privathochschule; Fakultät; Lehrerverhalten; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsentwicklung; Political influence; Politischer Einfluss; Sozialer Einfluss; Quality of education; Bildungsqualität; Simbabwe
Abstract	Looking through the history of higher education in Zimbabwe, we argue that the concept of internationalization of higher education is not new to Zimbabwe. Understandings, manifestations, and processes of the phenomenon over time are examined to reveal the nuances of the internationalization process in its current mode of occurrence, in an attempt to not only understand it in its colonial and postcolonial manifestation but to situate it within a wider decolonial project. Using a decolonial lens, this article explores various processes of internationalization in Zimbabwe's higher education institutions (HEIs), viewing them either as continuities or disruptions. In so doing, we argue that for internationalization in Zimbabwe's HEIs to fully deliver on its promises, it needs to not only engage with the issues of colonial(ism/ity) but also to understand its particular specificity in the Zimbabwean society, and the effects that this continues to have on internationalization attempts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01