Postcolonial Theory as an Epistemic Foundation for Internationalizing Curricula: Examining Rizvi's "Epistemic Virtues"

• In Event: Postcolonial Inquiries in a Globalizing World

Abstract

Experts in ‘intercultural competence’ and in survey methodologies have become gate keepers in setting the curricular and research goals and approaches for the internationalization of higher education. Meanwhile, actors with a more critical mindset—often using the language of ‘tensions,’ ‘contradictions’ or even ‘hypocrisy’ to highlight how manifestations of international education privilege corporate and instrumental approaches over educative, critical and ethical ones—are seeking a more robust foundation to think through what is desirable in the name of ‘international education.’ “Postcolonial theory” is increasingly cited as a productive way forward, but the specificities of how postcolonial theory can inform pedagogies for international education require attention. This paper uses Rizvi’s (2009) ‘epistemic virtues’ as an entry to begin this work.

Author

• Paul Richard Tarc, University of Western Ontario