Voices from the South

Voices from the South: Decolonial Perspectives in International Education
Edited by: Andrea Rizzotti & Héctor Cruz-Feliciano

Table of Contents

Foreword Said Graiouid, School for International Training (SIT)

1. Introduction Andrea Rizzotti & and Héctor M. Cruz-Feliciano, translated by Sophia Pekowsky

2. Jasper’s Conceptions of Guilt in International Education Mauricio Paredes

3. Shifting the Center: Challenging Ethnocentrism of US Students in Peru Marion Tizón

4. U.S. Education Abroad’s Unabashed Neoliberalism: One practitioner’s Practitioner’s thoughts Thoughts on “the market” in the MENA region Region Elena Corbett

5. An Alternative to Service-Learning: Reframing Community-Based Experiences in a Process-Oriented Approach Héctor M. Cruz-Feliciano

6. Centering Afro-Colombian Narratives by Exploring Critical Theories and the Complexities of Identity in Study Abroad Diego Andrés Lugo-Vivas, Cyntoya McCall, and Pedro León Cortés-Ruiz

7. Transformative Experiences to Frame a Decolonial Approach to International Education: Insights from a Study Abroad Program in India Anitha Ramanna

8. The Pedagogy of Being Involved: Political Participation as Decolonial Practice in Virtual and On-Site Study Abroad Programs in Buenos Aires, Argentina Andrea Rizzotti and Sophia Pekowsky

9. White Supremacy, Global Education, and Decolonial Futures Cheikh Thiam and Hannah Sorila

About the Editors

Andrea Rizzotti is currently the Director of International Educational Program (PEI) of the Latin American Studies Department (ADELA) at FLACSO- Argentina and the developer of the International Students Integral Housing System (SIAEI) at the Public University of Buenos Aires (UBA).
Héctor M. Cruz-Feliciano is Director of Latin America Programs and Interim Director of Academic Affairs at CET Academic Programs.
Sophia Pekowsky is the custom program coordinator at CIEE Amsterdam, and is a graduate of the Erasmus Mundus Joint Master’s in Gender Studies at Utrecht University and the University of Bologna. She previously worked as the program assistant at FLACSO, Argentina and conducted a Fulbright research grant on reproductive justice in Buenos Aires.

This volume is the third in a the Standards in Action book series.

About this Volume:

Inspired by the Editors’ work with U.S. students studying abroad throughout Latin America and including voices from colleagues working across the Global South, including in Argentina, Chile, Puerto Rico, Colombia, Peru, Senegal, India, and Jordan, this volume seeks to reverse the replication of imperialist and colonial patterns in Global North-to-Global South student mobility by passing the microphone to study abroad professionals based in the Global South. Their experiences and scholarship offer a rich, nuanced, and very current perspective on the challenges colonial attitudes and behaviors present to the field of education abroad and its future.

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Praise for Voices from the South:

“Voices from the South offers a timely and important invitation to address the coloniality and white supremacy that continue to structure international education. It calls upon scholars and practitioners alike to confront our complicity in epistemic and material violence, decenter and deuniversalize Western ways of knowing and being, and engage ethically with alternative educational possibilities. This book is an essential read for those of us asking how we might reimagine international education in ways that interrupt the reproduction of harm and prepare students to approach our complex, uncertain, and unequal world in critically-engaged and self-reflexive ways.”
– Sharon Stein, Assistant Professor, Department of Educational Studies, University of British Columbia

“Education abroad needs more robust, polyvocal, liberatory, global thinking. Such thinking will necessarily demonstrate greater breadth of positionalities and embrace of critical perspectives than is the norm in the sector. This volume is one critical step toward decolonizing hegemonic assumptions and practices that continue to inflect dominant approaches to study abroad.”
– Eric Hartman, Executive Director, Center for Peace and Global Citizenship, Haverford College

“This timely edited collection recasts the view of education abroad from a southern perspective. It delivers a much-needed rupture to colonial models of power, knowledge and being that have often framed education abroad programming and pedagogies since the early days of international student mobility. Through contributions from international education professionals in Argentina, Chile, Puerto Rico, Colombia, Peru, Senegal, India and Jordan, it offers theoretically-informed, practice-based pedagogical insights that are essential reading for education abroad professionals regardless of their geographical or institutional contexts. It tackles issues of privilege, ethnocentrism and marginalisation that have impacted on the framing and practice of international education programming in the global south. The collection actively engages the Standards of Good Practice for Education Abroad in order to intentionally, purposefully, and systematically engage with- and effect change. This important collection calls on education abroad professionals to acknowledgment their positionality—and critically their roles in perpetuating coloniality. Collectively, the voices of its contributors marry intercultural and decolonial perspectives while providing a ‘horizon of hope’ through which a more inclusive and sustainable future for international education may be achieved.”
-Bradley Rink, Department Chairperson, Geography, Environmental Studies & Tourism, University of the Western Cape (South Africa)

“He recibido estudiantes del norte global y he sido una estudiante del sur global que ha vivido, trabajado, y estudiado en el norte global. Este libro me ha demostrado que hay múltiples formas de abordar mi trabajo internacional desde perspectivas que no promueven el colonialismo. Ahora entiendo que puedo mejorar el diálogo intercultural sin perder mi identidad y el orgullo de mi gente y mi región. [I have welcomed students from the Global North and I have been a student from the Global South who has lived, worked, and studied in the Global North. This book has shown me that there are many ways to approach my international work from perspectives that do not promote colonialism. I understand now that I can improve intercultural dialogues without losing my identity or my pride in my people and my region.]”
-Cynthia Arochi-Zendejas, Sustainability and Social Business Innovation Instructor, Evolve Abroad

Voices From The South