Engaged pedagogy and responsibility: A postcolonial analysis of international students

This paper responds to increasing discussions about responsibility within geography by exploring some of the spatialities imbued in thinking responsibly about internationalisation in the UK Higher Education system, and it uses the categorisation of the international student as a way in to this exploration. Although international students have been considered from the viewpoint of migration studies, global education studies and critical pedagogical studies, this paper attempts a postcolonial analysis of international students, to consider what forms of pedagogic responsibility are called forth through this framework. Building on bell hooks’ call for an ‘engaged pedagogy’, this paper shows that routing care and responsibility through postcolonial geographies incites a more sharply demanding political praxis