Is internationalization a form of colonialism?
The current internationalization of higher education climate promotes differences among nations and knowledge. As a result, there is a Western dominance in knowledge production. From my experience, most of my university professors in Turkey received their degrees from Western institutions. This Western dominance fosters Ango-centrism that English is the primary language of instruction in international education. Although the country’s official language is different, universities adopt English in their education to gain international credentials. Because of the Western model in credentials, immigrants in Canada struggle to get their prior education recognized.
In the same way, how a difference is constructed among peoples, language, and knowledge through colonialism, internationalization follows similar colonial engagement. Colonialism did not include land conquering only, but also it involved control over people’s language, identity, and ways of knowing. This difference among nations and knowledge allows this control to continue in the process of internationalization.
Here is where my doctoral research comes in. First, it identifies how the narrative of higher education internationalization perpetuates colonial patterns. Then I aim to explore the extent to which colonial educational engagement can be interrupted in international education to move towards equitable, diverse, and inclusive commitment.
I value having sustainable and ethical global relations and respectful international partnerships among universities. Many can benefit from the diversity of student and faculty mobility. This international dialogue can enhance societies if it is done inclusively. Of course, internationalization has considerable potential to improve the quality of education the research for all students and staff.
But are we there yet?