Publication details

Construction of Global Competence in Higher Education: Discourse of Internationalization, Decolonization, and Social Justice



Year of publication 2021
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Education

Description Globalization and migration in today's modernist discoursive framework create a convoluted process that can no longer be described by national terminology and investigate by practices that have been used when nation-states have shaped how migration is perceived and discussed. Global perspective needs to be applied to cope with global issues such as migration and social imbalances of power and resources. As a part of educational discourse, global competence can offer access to different knowledge sources of the diversified world we all share. Universities are taking an essential role in constructing knowledge and (re)producing colonial discourse, which has created forms of oppression and unequal opportunities. Internationalization of Higher Education accelerates social reality and mobility and creates opportunities for reflection on structural inequalities through global competencies education. In the presented contribution, the authors investigate the discourse of global competencies for social justice through stakeholders' perspectives from worldwide Higher Education. Ten semi-structured interviews were used and analyzed using situation analysis (Clarke et al., 2018). The main research question was how the professionals of Higher Education construct and deliver the global competencies in their curriculum. The results show that four essential topics based on global competencies are: the critical shift in internationalization, sustainability, decolonization of power, and pluralism in the cultural dominance. In-depth conceptualization and implementation of global competencies may support universities' role in education toward global citizenship and foster the compensation of structural inequalities caused by national territorialism.

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