This book reconceives the internationalization of higher education from the perspective of Global South researchers, empowering and giving visibility to this discourse. Challenging the first assumptions of internationalization of higher education (IHE) as something overwhelmingly positive due to the way it directly impacts the university activities and their world rankings, it instead takes a critical perspective, acknowledging that this process is associated with a neoliberal and colonial orientation that focuses on the maintenance of historically sustained hierarchy, oppressive relations that stimulate the production of knowledge, and education as a commodity and not as a factor of social transformation. As such, it challenges recent trends toward an increase in internationalization strategies within higher education that privilege Global North outgoing mobilities and research collaborations to sustain the position of the educational institutions in the international rankings. From this locus, IHE is seen not only to evolve in the fields of teaching, research, and service of an educational institution but also to boost the world’s social development. The book thus illustrates how IHE should be guided by Critical Applied Linguistics (CAL) and Global South’s principles: applied linguistics, praxis, critical thinking, micro and macro relations, critical social inquiry, critical theory, problematizing givens, self-reflexivity, preferred futures, and heterosis. Comprising chapters that discuss academic, political, and administrative issues arising specifically from the internationalization process of Global South higher education institutions, as well as themes such as critical language education and language policies, it will appeal to faculty, researchers, and scholars with interests in higher education, international and comparative education, and the decolonization of education.

Table of Contents:
Foreword. Introduction: The emergence of a decolonial approach in the internationalization of higher education. PART I: Theoretical perspectives. 1 Tracing the trajectory of guidelines and queries from the Global South in international education: a cartography of scientific productions in Brazilian graduate studies: 2002-2022. 2 Confronting colonial imaginaries: The limits of the Eurocentric critique to ‘internationalization of higher education’ and the possibilities of decolonial inflection. 3 Higher education in the Global South: new regional scenarios and strategies. PART II: Case studies. 4 Accumulated History of Brazilian Educational Cooperation and the creation of PEC-G and PEC-PG. 5 University Internationalization as a path to global governance: the case of BRICS. 6 Social capital and network for the development of global south: study case of AUGM. 7 Contemporary university internationalization in a Brazilian public university. 8 Internationalization of higher education and English as a medium of instruction: Is there a way out of coloniality? 9 Southern Students and Northern Higher Education: Navigating the House of Western. 10 The Internationalization of Post-Graduate Programs at UFES: actions and challenges from the Global South. PART III: Suggested routes of internationalization. 11 Internationalization through translingual practices in collaboration: reconnecting with diverse repertoires for meaning-making. 12 The Challenges and Possibilities of Internationalization for Brazilian Public Universities. 13 Impacts of research group leaders on internationalization at home in emerging Brazilian region. 14 From the Heart of the Jungle to the World: Internationalization of Higher Education through a Decolonial View at the Federal University of Amazonas-Brazil.