Rethinking and redefining internationalisation of higher education in South Africa using a decolonial lens

Abstract

ABSTRACT Over the past few decades, internationalisation of higher education in South Africa has been framed and conceptualised based on the dominant approaches, concepts and definitions from the global North. Using a decolonial lens, we focus on how internationalisation is defined in South Africa. This is important as definitions influence strategic directions, policies and priorities of higher education systems and institutions. We show that replication of Eurocentric definitions is inappropriate for post-apartheid complexities and transformational priorities and contributes to the maintenance of coloniality and Eurocentric hegemony in higher education. We propose a new definition, which is relevant for the South African context and takes into consideration historical complexities and injustices, contemporary socio-economic realities, and the need for epistemic decolonisation. We hope that the new definition will have a progressive impact on different aspects of internationalisation and contribute to transformation and decolonisation of higher education in South Africa and, potentially, elsewhere.