Abstract

This chapter frames processes of meaning making as fundamental mechanisms of revealing how core epistemologies underpinning internationalisation can impact and affect processes of systemic change. The allusion to internationalising or decolonising curricula is one which actively floodlights processes of change in terms of whether and how students from across the globe have actually been afforded the opportunity to co-create the future of Higher Education (HE). It equally highlights the degrees of tokenism, which characterises many claims of inclusion and diversity in reality. In considering geopolitics in the modernisation of approaches to endemic structural racism, the chapter also considers the destabilising and consequent rebuilding of cultures and contexts of education, so that the embracing of diversity at the front line of curriculum delivery across HE in the UK might eventually be deemed truly authentic. Alongside these fundamental tenets of change, the chapter progresses to consider perspectives on personhood, positionality and the inherent change agency that educational reformers possess in their challenge of breaking down the barriers that geography and politics frame. In terms of the emancipatory and transformative elements of educational praxis, the chapter concludes by considering the cathedral legacies of educational history as fundamental proponents for civic address.