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ORCID

ORCiD 0000-0001-5619-4244

Keywords

Commercial textbooks; Internationalization; teacher education; academic labor; critical pedagogy; international students

Special Issue

Examining Race, Racism, and Racialization in the Internationalization of Higher Education from Global Perspectives

Abstract

Abstract

This qualitative study examines how commercially produced textbooks mediate professor agency and shape the racialized and epistemic positioning of international students within a Canadian Teacher Education program. Situated within the internationalization of higher education, the study interrogates how textbook-driven curricular practices reproduce racial hierarchies, Eurocentric knowledge systems, and epistemic exclusion. The study responds to ongoing debates on race, racism, and racialization by examining how knowledge production and dissemination in classrooms may marginalize the lived experiences and intellectual contributions of international and racialized students. Data were collected through semi-structured interviews and document analysis in programs serving racialized and international students. The study is guided by the theoretical frameworks of Giroux’s transformative intellectuals, Freire’s banking model critique, and Apple’s analysis of ideological control in curriculum. Findings reveal a persistent tension between faculty members’ commitments to critical pedagogy and their continued reliance on commercial textbooks, driven by institutional pressures and market-oriented logics. This reliance contributes to pedagogical practices that normalize standardized knowledge, limit critical engagement, and reproduce racialized epistemic hierarchies in which international students are positioned as empty containers. Themes such as pragmatic rationalization, pedagogical constraint, and cognitive dissonance illustrate how textbook use sustains inequitable knowledge structures despite faculty awareness. The study, by foregrounding professor experiences, argues that commercial textbooks function not only as efficiency tools but as racialized curricular artifacts that should challenge the legitimacy of already settled facts in complex places such as Teacher Education program.

KEYWORDS: Commercial textbooks, Racialized Artifacts, Cognitive dissonance, Professor agency, international students

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