Curriculum Internationalization and the ‘Decolonizing Academic’

Katherine Wimpenny, Jos Beelen, Karine Hendrix, Virginia King, Ellen Sjoer

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    5 Citations (Scopus)
    136 Downloads (Pure)


    As decolonization of the curriculum in higher education (HE) gains traction, academics may question their positionality and role as actors in the field. The concept of decolonization is contentious, but primarily focuses on uncentering the Western filter through which the world is viewed both socially and academically. Just as Gavin Sanderson has argued, that internationalization of HE requires the internationalization of the academic self, so we discuss how decolonizing the internationalized HE curriculum must begin with the decolonization of the individual. The strategic directions of our three European institutions reflect the tensions reported in international literature between HE as an income generator, and as a public good. In the autoethnographic project underpinning this article, we employed the unconventional Collaborative Analytics methodology and its iterations of share data, share results, share decisions to explore institutional strategy as experienced by academics. Our novel approach may help others reflect on decolonizing as a process of ‘forever becoming’.

    Original languageEnglish
    Pages (from-to)2490-2505
    Number of pages16
    JournalHigher Education Research & Development
    Issue number7
    Early online date14 Dec 2021
    Publication statusPublished - 10 Nov 2022

    Bibliographical note

    © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

    This is an Open Access article distributed under the terms of the Creative Commons Attribution License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


    • academic practice
    • autoethnography
    • decolonization
    • internationalization of the curriculum
    • professional identity


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