Exploring Methodologies and Methods to Shape Internationalization of the Curriculum towards Decolonial Education
DOI:
https://doi.org/10.7577/rerm.6437Keywords:
Internationalization of the Curriculum (IoC), higher education, decolonial education, storytelling, story as theory, methodological reconsiderationAbstract
Reimagining the Internationalization of the Curriculum (IoC) for social justice in higher education requires a paradigm shift to dismantle coloniality, neoliberalism, and capitalism embedded in institutional practices. Despite growing attention to equity and inclusion, IoC remains constrained by Western-centric frameworks. This paper advocates that centering decolonial education is essential for systemic change and engages this imperative through a twofold approach. First, a methodological literature review of IoC studies reveals that prevailing approaches—such as surveys, content analysis, and interviews—are rooted in conventional Western paradigms, limiting their transformative potential. Second, the paper conceptualizes methodological alternatives informed by decolonizing, Indigenous, and Global South perspectives, adopting a pluralistic orientation. Storytelling—anchored in the Indigenous concept of “story as theory”—emerges as a compelling method that prioritizes relational accountability, collective well-being, and co-created knowledge, offering a transformative framework for researching IoC in support of decolonial education. Ultimately, this paper contributes to and invites methodological reconsideration in IoC scholarship, opening pathways toward a more just and inclusive academic landscape.
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