The ‘Quest for Relevance’: Reconceptualising and Redefining Internationalisation of Higher Education in South Africa

Abstract

Using a decolonial framework for thinking about knowledge, education and internationalisation, this chapter critically unpacks the historical and contemporary complexities in South African higher education, including the colonial roots of higher education and internationalisation, the Eurocentric hegemony and white domination during colonialism and apartheid, and the lack of epistemic decolonisation in post-apartheid South Africa. The chapter shows how the way internationalisation has been practiced by universities since the end of apartheid has contributed to the maintenance of Eurocentric hegemony and coloniality of knowledge. The chapter highlights the need to rethink, reconceptualise and redefine internationalisation, and unpacks a new definition of internationalisation which takes into consideration historical complexities, contemporary realities and challenges, and the need for epistemic transformation and decolonisation in South African higher education. This is in line with Ngũgĩ wa Thiong’o’s decolonial ‘quest for relevance’ of education and knowledge to the people, places and regions in which universities operate, while looking outwards at the world and critically engaging with the plurality of worldviews, ideas, knowledges and ways of knowing. Such a quest could allow students to critically interrogate and understand their being and place in the world, as well as their relationships and linkages to others around the globe.

Citation

Heleta, S. (2024), "The ‘Quest for Relevance’: Reconceptualising and Redefining Internationalisation of Higher Education in South Africa", Woldegiorgis, E.T. and Yu, C.Q. (Ed.) Critical Reflections on the Internationalisation of Higher Education in the Global South (Diverse Perspectives on Creating a Fairer Society), Emerald Publishing Limited, Leeds, pp. 183-199. https://doi.org/10.1108/978-1-80455-778-520241010