Decolonizing Graduate Education: Considerations for Integration and Internationalization of a Master of Education Program
Bibliographic record
Abstract
Abstract The internationalization of graduate education at Western higher education institutions (WHEIs) is seldom offered in programs that segregate international students from domestic students. The Master of Education Internationally educated Students Program (MEd ISP) at Brock University in Ontario, Canada had offered a segregated graduate program prior to the university’s decision to terminate the program and integrate all future international and domestic students in its Master of Education (MEd) program. While current knowledge of internationalization approaches at WHEIs reveals disparities between official discourses for internationalization and international students’ experiences at WHEIs, this study identified a gap in the knowledge of WHEIs’ strategies for transitioning internationalization from segregated to integrated graduate programs. Adopting a decolonial theoretical framework, the study explored dominant, neoliberal, and colonizing approaches to internationalization in the MEd ISP and sought to advocate for decolonizing considerations for future internationalization of the MEd program at Brock University. The study engaged 5 international students and 1 domestic student in a decolonizing phenomenology that utilized qualitative interviews to explore participants’ firsthand accounts of the strengths and weaknesses of the MEd ISP as well as their perceptions of colonizing and decolonizing attributes of internationalization at Brock University. Interestingly, the study found that the most relevant attributes of colonizing educational approaches were perceptions of the superiority of Western knowledge and not the segregationist approach to internationalization as had been anticipated. Rather than offering formulations for decolonizing the internationalization of graduate programs, the study recommends a process of pertinent questioning that problematizes naturalized Western knowledge through epistemic and ontological pluralization. Further, the study offers initial questions that can be advanced through an iterative interaction of neoliberal, critical, and decolonizing considerations for internationalization of graduate programs at WHEIs. The narrowed scope of the study’s pool of participants contributed a significant limitation to the generalizability of the study. Future studies on internationalization approaches at WHEIs may be inspired to build on the study’s findings to include insights from graduate program administrators and instructors.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.014 | 0.021 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".