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Progress and Challenges in Digital Teaching and Learning in the Canadian HE System
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Social Media Sanctuaries: A Discourse Analysis of Indian International Students’ Agency and Liminality During the Russian-Ukrainian Conflict
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Pre-Service Teaching and Work-Integrated Learning (WIL) in A Diverse and Democratic South African School Setting: A Social Theoretical Perspective
No full textConceptualizing Centrality in Micro-Level Internationalization Through a Decolonial Approach
No full textMicro-level internationalization offers possibilities to explore different human experiences in international higher education. This is especially crucial given well-reported issues of racism, micro-aggression, and underrepresentation of racially minoritized international academic staff, whose voices remain mostly invisible in internationalization discourses. Previous research connects these issues to the continuing legacy of colonial logic, that privileges hegemonic Westerncentric knowledge systems. In this paper, centrality is proposed as a conceptual framework that offers a direct response to the question of epistemicide which Santos (2014) explains as the exclusion of the knowledges of racially marginalized persons [in or with origins] from the Global South. It draws attention to how epistemicide and historicide (erasure of cultural history) impinge their agentic capabilities, drawing on their lived experiences and cognitive epistemological and ontological frames of knowing and being. Centrality, therefore, reiterates the need to center marginalized voices as legitimate and knowledgeable contributors to conversations and research on decolonizing internationalization, drawing on their knowledge, capabilities, and lived experience. This calls on Global North allies to not only articulate their positionality, acknowledging the inequities inherent in the hegemonic Western-centric epistemology paradigm but to contribute to dismantling persisting structural coloniality and embedded hierarchies in teaching, research, and international partnerships. Centrality thus offers a framework for: i) dismantling the persisting pernicious legacy of colonialization by working collaboratively to undo the epistemic hegemony that perpetuates the universality of Eurocentric knowledge and subalternity of the Global South, and ii) advancing access to ecologies of knowledge that affirms rather than disparages our shared humanity
An Exploratory Survey of Post-Graduation Employment Location Preferences Among International Students in Missouri, USA
No full textFrom the Personal to the Professional: International Student Experiences of Seeking Employment in the United States
No full textWrack Lines Volume 24, No. 2, Fall-Winter 2024-2025
No full textSix recipients of the Wrack Lines Voice of Diverse Youth Scholarship share personal essays about their relationship to nature and climate change
The Intricacies of NIMBYism: Exclusionary Zoning and the Fair Housing Act in Connecticut
No full textConnecticut is one of the wealthiest states in the country, yet there is an alarming shortage of affordable housing across the state. The regulatory schemes of Connecticut municipalities only exacerbate the issue. Many towns and cities employ exclusionary zoning policies and regulations that make it difficult for lower- income households to reside in an area. A prominent example is single-family, two- acre zoning, which makes it difficult or even impossible to construct high density housing conducive to the creation of affordable housing. As a result of exclusionary zoning policies, Connecticut has effectively become economically segregated.
This begs the question of whether exclusionary zoning policies violate the Fair Housing Act, which prohibits housing discrimination. This Note argues that, under the Fair Housing Act’s two primary theories of liability, exclusionary zoning policies generally do not violate the Act because economic status is not a protected class under the Act. Still, the economic segregation caused by exclusionary zoning persists. The State’s primary remedy to the affordable housing problem, Connecticut General Statutes Section 8-30g, although well-intentioned, has failed to combat the issue. This Note explores the shortcomings of Section 8-30g and suggests an alternative remedy to the affordable housing crisis in Connecticut