Despite an emerging mobility of Chinese doctoral students to Malaysia, little is known about how this cohort perceives their study sojourn, especially in relation to a salient yet under-researched discourse widely circulating in the Chinese media that calls into question doctorates obtained from Southeast Asian universities. Utilizing a…

The practice of music diversity is colonialized. Its model is impotent to disrupt the Western canon. On the contrary, the practice has opened the door to sonic materialization and trafficking that has become indicative of the encounter between classical music and other music traditions in higher education. The Global South has become the mining…

In this article, we analyze contradictions, complexities, limits, and potentialities of internationalization of higher education (IHE) from Latin American decolonial perspectives. We argue that even when scholars may be holding decolonial critiques and aspirations towards IHE, the structures of universities are heavily influenced by colonial…

Assessment remains a power nexus in Higher Education, where remnants of coloniality pool. The power that assessment holds makes it an important site for decolonisation. The purpose of this article is to present an experiment, and open a discussion, on the decolonisation of assessment. We argue that bringing assessment into the decolonisation…

This article examines the impact of socially constructed meanings regarding social minorities on the development of inclusion policies for these groups in higher education. This analysis is based on a comparative case study between Global South and Global North, specifically focusing on a dialogue between Brazil and Nordic contexts. Social…

This qualitative case study examines the Education Faculty Perspectives (EFPs) of the Karakoram Public International University in Gilgit-Baltistan, Pakistan, on teachers' experiences of a recently introduced education reform (an Honor's Bachelor of Education program [B. Ed Hons] mandated by Pakistan's Higher Education Commission (HEC) in 2010.…

The enduring colonial-like relations among Northern and Southern spaces continue to influence knowledge production and dissemination. Critical scholarship on epistemic diversity in higher education has argued that knowledge circulation is often unilateral considering how global partnerships among universities and higher education models are still…

Recent calls for the decolonization of the academy demand recognition for diverse canons of knowledge. Asia's economic ascent also imparts rising confidence among Asian scholars and institutions to promote indigenous knowledge. While these global calls for emancipation are invigorating, decolonial scholarship is prone to sterile theorization,…

This paper discusses how the political interplay between English-in-society and English-in-education policy in the Global South(s) facilitates what I term 'English as a subtle technology of policy distraction' in postcolonial spheres that were colonised by languages other than English. 'English as a subtle technology of policy distraction' is…

Current epistemic governance analyses in higher education ignore systemic power relations between Northern and Southern researchers. This paper does focus on previous approaches to understanding epistemic governance, but rather moves beyond these towards a Southern evaluative and prospective comprehension. The paper is primarily theoretical. We…

This article uses a case study approach to reimagine risk management in education abroad programming. It brings together a group of program partners to explore pre-COVID risk management decision-making during political unrest in Ecuador in 2019. Through continued dialogue and self-directed creative reflection techniques, the partners (a Dean of…