At an Epistemological Crossroads: International Students' Experiences with a Decolonizing Campus Tour.
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| Title: | At an Epistemological Crossroads: International Students' Experiences with a Decolonizing Campus Tour. |
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| Authors: | Nguyen, Ha (AUTHOR), Higgins, Christina (AUTHOR), Lipe, Kaiwipunikauikawēkiu Punihei (AUTHOR) |
| Source: | Journal of Higher Education. 2026, Vol. 97 Issue 3, p460-486. 27p. |
| Subjects: | Decolonization, Campus visits, University of Hawaii (Honolulu), Critical consciousness, Foreign students, Hawaiians, Postcolonialism, Higher education, Traditional knowledge |
| Geographic Terms: | Manoa (Honolulu, Hawaii) |
| Abstract: | This article contributes to efforts to decolonize and re-indigenize higher education contexts by analyzing student responses to a decolonial campus tour at the University of Hawaiʻi at Mānoa, a land, sea, and space-grant university in the global north. The tour takes the form of a huakaʻi, or purposeful journey, and foregrounds Hawaiian geography, history, language, and culture through under-told stories of Native and non-Native scholars and leaders. It challenges dominant colonial narratives embedded in the global north university. Through post-tour interviews with five focal international student participants, we explore students' positioning vis-à-vis global north epistemologies and Indigenous ways of knowing. Employing moʻokū'auhau, or genealogy as a conceptual framework, we show how the huakaʻi productively raises participants' critical consciousness about colonization and decolonization. Findings suggest that the tour fosters critical awareness among participants and offers space for students to relate what they learn to their own homelands. This study underscores the importance of centering Indigenous epistemologies and alternative stories to transform campus narratives and build respectful, supportive relationships between Indigenous and non-Indigenous communities. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article contributes to efforts to decolonize and re-indigenize higher education contexts by analyzing student responses to a decolonial campus tour at the University of Hawaiʻi at Mānoa, a land, sea, and space-grant university in the global north. The tour takes the form of a huakaʻi, or purposeful journey, and foregrounds Hawaiian geography, history, language, and culture through under-told stories of Native and non-Native scholars and leaders. It challenges dominant colonial narratives embedded in the global north university. Through post-tour interviews with five focal international student participants, we explore students' positioning vis-à-vis global north epistemologies and Indigenous ways of knowing. Employing moʻokū'auhau, or genealogy as a conceptual framework, we show how the huakaʻi productively raises participants' critical consciousness about colonization and decolonization. Findings suggest that the tour fosters critical awareness among participants and offers space for students to relate what they learn to their own homelands. This study underscores the importance of centering Indigenous epistemologies and alternative stories to transform campus narratives and build respectful, supportive relationships between Indigenous and non-Indigenous communities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00221546 |
| DOI: | 10.1080/00221546.2025.2473707 |
