University Administrators, Leadership, and Faculty Views on the Internationalization of Curriculum (A Perspective Through Decolonial Lenses From the Global South)

Abstract

Using a qualitative single case study approach this paper explores the views of academics which ultimately impact their actions to implement international curriculum within one institutional context in South Africa. The results show that a tailored IoC at an institution situated at the peripheries of the Western world is a policy that advances diversity of thought, decolonization of curriculum content, and appreciation of indigenous cultures and languages. The theory that emerged in this study underscores that IoC is a bottom-up customized policy as it applies to the needs of the students to become wider thinkers and professionally integrated in the intercontinental and global job markets. Further recommendations for future theory and practice suggest IoC as an educational approach that accounts for the geographic positionality of the institution, and all aspects of diversity, rather than for a collective institutional identity.