Epistemological process towards decolonial praxis and epistemic inequality of an international student

References

• Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity. Education & Society, 4(1), 20–40.
   Google Scholar
• Apple, M. W., Ball, S. J., & Gandin, L. A. (Eds.). (2009). The Routledge international handbook of the sociology of education. Routledge.
   Google Scholar
• Archer, M. (2012). The reflexive imperative in late modernity. Cambridge University Press.
   Google Scholar
• Arday, J., Zoe Belluigi, D., & Thomas, D. (2021). Attempting to break the chain: Reimaging inclusive pedagogy and decolonising the curriculum within the academy. Educational Philosophy and Theory, 53(3), 298–313. https://doi.org/10.1080/00131857.2020.1773257
   Web of Science ®Google Scholar
• Bhambra, G. K., Gebrial, D., & Nişancıoğlu, K. (2018). Decolonising the university. Pluto Press.
   Google Scholar
• Bhargava, R. (2013). Overcoming the epistemic injustice of colonialism. Global Policy, 4(4), 413–417. https://doi.org/10.1111/1758-5899.12093
   Web of Science ®Google Scholar
• Biesta, G. J. J. (1998). Say you want a revolution … suggestions for the impossible future of critical pedagogy. Educational Theory, 48(4), 499–510. https://doi.org/10.1111/j.1741-5446.1998.00499.x
   Google Scholar
• Breuing, M. (2011). Problematizing critical pedagogy. The International Journal of Critical Pedagogy, 3(3), 2–23.
   Google Scholar
• Castells, M., Flecha, R., Freire, P., Giroux, H. A., Macedo, D., & Willis, P. (1999). Critical education in the new information age. Rowman & Littlefield.
   Google Scholar
• De Lissovoy, N. (2018). Pedagogy of the anxious: Rethinking critical pedagogy in the context of neoliberal autonomy and responsibilization. Journal of Education Policy, 33(2), 187–205. https://doi.org/10.1080/02680939.2017.1352031
   Web of Science ®Google Scholar
• de Sousa Santos, B. (1998). The end of the cognitive empire. Duke University Press.
   Google Scholar
• Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324. https://doi.org/10.17763/haer.59.3.058342114k266250
   Web of Science ®Google Scholar
• Freire, P. (1996). Pedagogy of the oppressed. Penguin Classics.
   Google Scholar
• Gadotti, M. (1996). Pedagogy of praxis: A dialectical philosophy of education. SUNY Press.
   Google Scholar
• Garza, R., Eufracio, G., & Jupp, J. C. (2022). Resistant traditions of the Rio Grande Valley, Aztlán: Advancing the decolonizing imperative in critical pedagogies. Journal of Curriculum Studies, 54(3), 301–316. https://doi.org/10.1080/00220272.2021.1955978
   Web of Science ®Google Scholar
• Guzmán Valenzuela, C. (2021). Disrupting curricula and pedagogies in Latin American universities: Six criteria for decolonising the university. Teaching in Higher Education, 26(7-8), 1019–1037. https://doi.org/10.1080/13562517.2021.1935846
   Web of Science ®Google Scholar
• Hall, S. (1997). The spectacle of the other. In Representation: Cultural representations and signifying practices. Sage.
   Google Scholar
• Hall, R., Ansley, L., Connolly, P., Loonat, S., Patel, K., & Whitham, B. (2021). Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation. Teaching in Higher Education, 26(7-8), 902–919. https://doi.org/10.1080/13562517.2021.1911987
   Web of Science ®Google Scholar
• Hayes, A. (2018). 'I just want to be equal with the other native students' How international students in England experience routine normalization. In K. Biesta (Ed.), Global perspectives on international students experiences in higher education. Routledge.
   Google Scholar
• Hayes, A. (2019). Inclusion, epistemic democracy and international students: The teaching excellence framework and education policy. Springer.
   Google Scholar
• Hayes, A., Luckett, K., & Misiaszek, G. (2021). Possibilities and complexities of decolonising higher education: Critical perspectives on praxis. Teaching in Higher Education, 26(7-8), 887–901. https://doi.org/10.1080/13562517.2021.1971384
   Web of Science ®Google Scholar
• Heng, T. T. (2020). Examining the role of theory in qualitative research: A literature review of studies on Chinese international students in higher education. Journal of International Students, 10(4), 798–816. https://doi.org/10.32674/jis.v10i4.1571
   Web of Science ®Google Scholar
• Jupp, J. C., Berry, T. R., Morales, A., & Mason, A. M. (2018). What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences. Teaching Education, 29(4), 305–317. https://doi.org/10.1080/10476210.2018.1510484
   Web of Science ®Google Scholar
• Kidd, I. J., Medina, J., & Pohlhaus, G. (2019). The Routledge handbook of epistemic injustice. Routledge.
   Google Scholar
• Kuntz, A. M., & Petrovic, J. E. (2018). (Un)fixing education. Studies in Philosophy & Education, 37(1), 65–80. https://doi.org/10.1007/s11217-016-9563-y
   Web of Science ®Google Scholar
• Leenen-Young, M., Naepi, S., Thomsen, P. S., Fa’avae, D. T. M., Keil, M., & Matapo, J. (2021). ‘Pillars of the colonial institution are like a knowledge prison’: The significance of decolonizing knowledge and pedagogical practice for Pacific early career academics in higher education. Teaching in Higher Education, 26(7-8), 986–1001. https://doi.org/10.1080/13562517.2021.1928062
   Web of Science ®Google Scholar
• Locke, L. A. (2017). Editorial. Whiteness and Education, 2(1), 1–3. https://doi.org/10.1080/23793406.2017.1361792
   Google Scholar
• Lomer, S. (2017). Recruiting international students in higher education: Representations and rationales in British policy. Springer.
   Google Scholar
• Lomer, S., & Mittelmeier, J. (2021). Mapping the research on pedagogies with international students in the UK: A systematic literature review. Teaching in Higher Education. Advance online publication. https://doi.org/10.1080/13562517.2021.1872532
   Web of Science ®Google Scholar
• Madriaga, M., & McCaig, C. (2019). How international students of colour become Black: A story of whiteness in English higher education. Teaching in Higher Education, 27(1), 84–98. https://doi.org/10.1080/13562517.2019.1696300
   Web of Science ®Google Scholar
• Maldonado-Torres, N. (2007). On the coloniality of being: Contributions to the development of a concept. Cultural Studies, 21(2-3), 240–270. https://doi.org/10.1080/09502380601162548
   Web of Science ®Google Scholar
• Marginson, S. (2014). Student self-formation in international education. Journal of Studies in International Education, 18(1), 6–22. https://doi.org/10.1177/1028315313513036
   Web of Science ®Google Scholar
• Matthews, S. (2021). Decolonising while white: Confronting race in a South African classroom. Teaching in Higher Education, 26(7-8), 1113–1121. https://doi.org/10.1080/13562517.2021.1914571
   Web of Science ®Google Scholar
• Mbembe, A. (2021). Out of the dark night. Columbia University Press. https://doi.org/10.7312/mbem16028-003.
   Google Scholar
• Mignolo, W. (2011). The darker side of western modernity: Global futures, decolonial options. Duke University Press. https://doi.org/10.1215/9780822394501.
   Google Scholar
• Mignolo, W., & Escobar, A. (Eds.). (2010). Globalization and the decolonial option. Routledge.
   Google Scholar
• Motala, S., Sayed, Y., & de Kock, T. (2021). Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: The student perspective. Teaching in Higher Education, 26(7-8), 1002–1018. https://doi.org/10.1080/13562517.2021.1947225
   Web of Science ®Google Scholar
• Paraskeva, J. M. (2022). The generation of the utopia: Itinerant curriculum theory towards a ‘futurable future’. Discourse: Studies in the Cultural Politics of Education, 43(3), 347–366. https://doi.org/10.1080/01596306.2022.2030594
   Web of Science ®Google Scholar
• Pohlhaus, G. (2019). Varieties of epistemic injustice 1. In J. Kidd, J. Medina & G. Pohlhaus, Jr (Eds.), The Routledge handbook of epistemic injustice (pp. 13–26). Routledge.
   Google Scholar
• Ruiz, B. M., & Fernandez-Balboa, J. M. (2005). Physical education teacher educators’ personal perspectives regarding their practice of critical pedagogy. Journal of Teaching in Physical Education, 24(3), 243–264.
   Web of Science ®Google Scholar
• Sah, P. K. (2019). Academic discourse socialization, scaler politics of English, and racialization in study abroad: A critical autoethnography. The Qualitative Repot, 24(1), 1–27. https://doi.org/10.46743/2160-3715/2019.2948
   Web of Science ®Google Scholar
• Santos, B. d. S. (2018). The end of the cognitive empire: The coming of age of epistemologies of the South. Duke University Press.
   Google Scholar
• Stein, S. (2017). The persistent challenges of addressing epistemic dominance in higher education: Considering the case of curriculum internationalization. Comparative Education Review, 61(S1), S25–S50. https://doi.org/10.1086/690456
   Google Scholar
• Stein, S., Andreotti, V., Bruce, J., & Suša, R. (2016). Towards different conversations about the internationalization of higher education. Comparative and International Education, 45(1). https://doi.org/10.5206/cie-eci.v45i1.9281
   Google Scholar
• wa Thiong’o, N. (1992). Decolonising the mind: The politics of language in African literature. East African Publishers.
   Google Scholar
• Yao, C. W., George Mwangi, C. A., & Malaney Brown, V. K. (2019). Exploring the intersection of transnationalism and critical race theory: A critical race analysis of international student experiences in the United States. Race Ethnicity and Education, 22(1), 38–58. https://doi.org/10.1080/13613324.2018.1497968
   Web of Science ®Google Scholar
• Zembylas, M. (2021). Refusal as affective and pedagogical practice in higher education decolonization: A modest proposal. Teaching in Higher Education, 27(7-8), 953–968. https://doi.org/10.1080/13562517.2021.1900816
   Web of Science ®Google Scholar