Abstract
ABSTRACT As decolonization of the curriculum in higher education (HE) gains traction, academics may question their positionality and role as actors in the field. The concept of decolonization is contentious, but primarily focuses on uncentering the Western filter through which the world is viewed both socially and academically. Just as Gavin Sanderson has argued, that internationalization of HE requires the internationalization of the academic self, so we discuss how decolonizing the internationalized HE curriculum must begin with the decolonization of the individual. The strategic directions of our three European institutions reflect the tensions reported in international literature between HE as an income generator, and as a public good. In the autoethnographic project underpinning this article, we employed the unconventional Collaborative Analytics methodology and its iterations of share data, share results, share decisions to explore institutional strategy as experienced by academics. Our novel approach may help others reflect on decolonizing as a process of ‘forever becoming’.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
