Paulo Freire and the epistemic disobedience of the south in internationalization of higher education
Bibliographic record
Abstract
This article preliminarily explores how Freire’s critical pedagogy can inform critical internationalization studies (CIS) as a critical approach to internationalization otherwise, decolonial and non-Western. Paulo Freire and his critical philosophy can be applied and contribute to scholarships of internationalization of higher education (IHE) as an epistemic manifestation of Walter Mignolo’s epistemic disobedience which critiques Eurocentric dominance and knowledge hegemony. Integrating Freirean decolonial theory into international higher education offers new dialogues and emancipatory frameworks for addressing knowledge imbalances and challenging the entrenched myths of internationalization. Also, it provides a new lens to appreciate the critical awareness of the Global South, explaining why they challenge the dominant narrative, and how they actively protest inherent knowledge hegemony. This article is developed in four respects: (a) epistemologically, resisting the Western banking model of IHE; (b) nation states: contesting Western-dominated ranking systems; (c) medium of instruction: critiquing English hegemony and the duality of the oppressed; (d) pedagogic practice: fostering dialogic pedagogies in internationalized classrooms. This article concludes with a call to action, advocating for the application of Freirean principles in Internationalization at Home (IaH) and Internationalization of Curriculum (IoC) to develop global citizens committed to social justice, democracy, and equity.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".