Decolonizing higher education: pedagogical strategies for empowering international students

Neivin Shalabi

Chapter 8 in Handbook of Social Justice in Education, 2026, pp 115-135 from Edward Elgar Publishing

Abstract: Coloniality is a racialized process of domination and exploitation, which originated from European colonialism and evolved into contemporary systems of global power (Adams et al., 2018). Maldonado-Torres (2007) observed, “We breathe coloniality all the time and every day” (p. 243). Ashcroft et al. (1995) argued, “Education is perhaps the most insidious… the most cryptic of colonial survivals, older systems now passing, sometimes imperceptibly, into neo-colonialist configurations” (p. 425). Addressing coloniality requires deliberate and collective action. This chapter discusses pedagogical practices for empowering international students to disrupt colonialism. It enriches the growing body of literature that positions them as active agents in challenging colonial notions and practices. The chapter has implications for social justice in education by recognizing international students as a marginalized group. The discussion invites critical reflection on validating their voices within the discourse of diversity and inclusion, both in higher education and society at large.

Keywords: International Students; Higher Education; Colonial Legacies; Pedagogical Strategies; Inclusion and Engagement (search for similar items in EconPapers)
Date: 2026
ISBN: 9781035318445
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