In a recent blog post, our colleague, Dr. Carmen Barquero, shed light on the pivotal role of internationalization within academia. This multifaceted endeavour of internationalization fosters cross-cultural exchanges, yielding invaluable outcomes (Culp et al., 2021). Yet, amidst its benefits, numerous studies advocate for a critical examination of internationalization’s underpinnings, highlighting its roots in a capitalist, sexist, and colonial framework that permeates university institutions (Ahmed, 2017; Luguetti et al., 2022).
With this in mind, Dr. Carmen Barquero (University of Limerick, Ireland), Dr. Alberto Moreno (Universidad de Valparaíso, Chile), and I (University of Limerick, Ireland), embarked on a collaborative research to reflect on our internationalization experiences. Inspired by the question posed by Luguetti and colleagues (2022, p. 2), “Could solidarity be the foundation of internationalization?” our study delves deeper, pondering, “Could relational love be the basis of academic internationalization?” For this purpose, we examined prevalent conceptions of academia, knowledge generation, and internationalization, particularly within the realm of physical education.
Grounded in critical, decolonial, and feminist frameworks, our study draws from a rich tapestry of scholarly insights. We weave together concepts such as decolonial epistemological critique (Grosfoguel, 2013), the notion of decolonial “cracks” as catalysts for transformation (Walsh, 2015), love as a fundamental driver of knowledge (Maturana & Dávila, 2015), Freirean political-educational relationship between oppressors and oppressed (Freire, 1966), Ahmed’s affective turn (2010), and hooks’ ethics of love (2001).
Recognizing narratives as not only forms of communication but also generators of knowledge (Kovach, 2009), our research employed narrative methodologies for data generation and analysis (Pérez-Samaniego, 2011; Saldaña, 2015). Through this approach, our preliminary findings underscore the potential for alternative relations within academia. We contend that embracing diverse ways of envisioning, understanding, and (co)constructing the academia is integral to fostering educational processes rooted in social justice, knowledge decolonization, and institutional democracy, particularly within disciplines like physical education.
In essence, our exploration posits love as a transformative force capable of reshaping academic landscapes. By centring relational love in our pursuits of internationalization, we aspire to cultivate environments that prioritize empathy, solidarity, and equity, paving the way for more inclusive and just societies.
Dr. Marina Castro García is a postdoctoral researcher in the Physical Education and Sport Sciences Department, at the University of Limerick.
Contact: Marina.castrogarcia@ul.ie. Follow on twitter: @M_CastroGarcia. Research Profiles: Researchgate, ORCID: 0000-0002-0741-3276
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