An Anti-Racist Transnational Feminist Note on Collaborative Online International Learning (COIL)

Abstract

This article critically examines Collaborative Online International Learning (COIL) from an anti-racist transnational feminist perspective. It underscores the potential pitfalls of COIL’s multiculturalist assumptions. While the authors acknowledge the benefits of COIL, such as enhanced access to education and opportunities for intercultural learning, they express concerns about power imbalances, language obstacles, and the overemphasis on Western viewpoints. The authors draw from their experiences as scholars and graduate students to illustrate how seemingly harmless activities, like icebreakers, can inadvertently reinforce inequalities rooted in intersectionality. They stress the importance of COIL pedagogy being sensitive to students’ diverse backgrounds, language skills, and cultural contexts. Furthermore, they challenge the possibility of COIL reinforcing existing power hierarchies, especially those centered around language proficiency and Western supremacy. Despite recognizing COIL’s potential in bridging international communities and empowering underrepresented groups, the authors advocate for a critical approach that foregrounds equity and inclusivity. They urge for continued dialogue and cooperation among educators, diversity practitioners, and activists to create more culturally sensitive and sustainable COIL curriculum designs. The authors ultimately argue for the practice of cultural humility and the creation of meaningful intercultural learning experiences that question prevailing power structures and advocate for social justice.