Reimagining Representation and Recognition of the ‘Other’ in International Higher Education (IHE): Towards Epistemic Justice.

Even though national governments and institutions increasingly adopt international higher education (IHE) as a model of global best practice, there is limited critical interrogation, particularly within policy and institutional spaces in the Global South, of whether this model is relevant to local histories, knowledge systems, and development needs. This chapter slices through the practices and content of IHE to expose that it denies recognition and representation of Global South knowledges. In pursuing social justice, the chapter in the first edition, utilizing a case study approach, demonstrated how the Global South academe has been silenced and/or divided by the various versions of authoritarian neoliberalism. The 2014 chapter challenged academics to theorize and practice beyond and outside neoliberalism, as encouraged by many critical scholars. This chapter takes a global view and analyses internationalization policies and practices to illustrate how Global South cultural practices, languages, histories, and identities are undermined. These internationalization processes are against sustainable development initiatives, such as quality education (4), reduced inequalities (10), and peace, justice, and strong institutions (16) (UN, 2015). The chapter concludes by calling for efforts to ensure epistemic justice through the recognition and representation of Global South knowledges in IHE.