On decolonisation and internationalisation of university curricula: what can we learn from Rosi Braidotti?
This article conceptually explored the (non)constructive contestations between decolonisation and internationalisation and the extent to which it might inform the construction of undergraduate university curricula based. To augment this exploration Rosi Braidotti’s, The Posthuman (2013), was elaborated upon. The main question that steered the study was: What can we learn from Rosi Braidotti when it comes to decolonisation and internationalisation of undergraduate university curricula? A discussion of decolonisation and internationalisation were pursued. Thereafter the (non)constructive contentions between decolonisation and internationalisation were conceptually explored. It was argued that decolonisation and internationalisation are not opposites, but that there are constructive contentions between the two once we think about the transformative potential of university curricula. In conclusion, it was argued that in the light of debates about decolonisation and internationalisation, the ontology, epistemology and the ethics of undergraduate university curricula should be placed under the magnifying glass, as such endeavour have the potential to bring about deep transformation in higher education institutions, especially through its curricula
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