ABSTRACT
University internationalization should not be seen as opposite to decolonization, but as two sides of the same coin. While internationalization of higher education has often been regarded as a progressive force to enhance the system, upgrade the outdated curriculum, keep pace with regional and global trends, and lift international reputation; it has received wide criticism as a Western, neo-colonial, and imposed concept. As a country with a long history of colonization, this chapter explores initiatives as practiced by individual academics in three universities in Indonesia to widen the space to decolonize the internationalization processes. Decolonization involves interrogating the barriers that have silenced alternative non-Western voices in post-colonial higher education systems. Qualitative data were collected through curriculum analysis of international classes, digital visits, and online interviews with university leaders and academics. The findings reveal three decolonization initiatives practiced in Indonesian universities, namely decolonizing the curriculum, the academic self, and research. They provide a locus for cultural interface between indigenous and Western knowledges and a way to challenge the dominance of Western knowledge, pedagogy, and research, as well as to question the colonial roots of university practices and curricula committed to inclusion, diversity, and knowledge ecology.
