Voces y Silencios. Revista Latinoamericana de Educación

Voces silec. rev. latinoam. educ. | eISSN 2215-8421

Decolonial Responsibility within International Higher Education: Institutional Commitment and Resistance Strategies

No. 1 (2019-06-01)
  • Mariana Escobar Gómez
    1Sinestesia ONG (mariana.escobar@sinestesiaong.org)
https://doi.org/10.18175/vys10.1.2019.09

Resumo

This article explores certain ways in which international higher education institutions can be informed by decolonial approaches. The examination is based on the author’s and other Latin American students’ analysis and discussion of their own experiences when migrating to Luxembourg for educational purposes. The study shows that despite global access to education, individual experiences within this context are not neutral. Students’ everyday experiences were influenced by international and educational inequalities. Decolonial pedagogies are here discussed as resistance strategies for teachers, and as institutional commitment practices for universities. They challenge notions of knowledge construction. Through facilitating dialogue, they deconstruct preconceptions of otherness and view students as agents of change. In addition, they promote critical self-reflection for educators and administrators to identify themselves as subjects implied in wider global dynamics.

Palavras-chave: international higher education, decolonial pedagogies, student migration, educational inequality

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