Looking through the history of higher education in Zimbabwe, we argue that the concept of internationalization of higher education is not new to Zimbabwe. Understandings, manifestations, and processes of the phenomenon over time are examined to reveal the nuances of the internationalization process in its current mode of occurrence, in an attempt to not only understand it in its colonial and postcolonial manifestation but to situate it within a wider decolonial project. Using a decolonial lens, this article explores various processes of internationalization in Zimbabwe’s higher education institutions (HEIs), viewing them either as continuities or disruptions. In so doing, we argue that for internationalization in Zimbabwe’s HEIs to fully deliver on its promises, it needs to not only engage with the issues of colonial(ism/ity) but also to understand its particular specificity in the Zimbabwean society, and the effects that this continues to have on internationalization attempts.

This article uses a dialogic approach to explore the complex state of education in the postcolony. It revisits the subject of educational inclusion (and exclusion) and interrogates different epistemological and systemic framings of what constitutes education and knowledge, and the effects that these have on the postcolonial educational landscape. The authors ask troubling questions of the ways that the largely Eurocentric conceptualisations of these issues, and the baggage of colonial(ism/ity) can and do affect the design and delivery of education in these settings. The use of a metalogue as a methodological approach allows the contributors to jointly ponder the issues from different perspectives and positionalities, and in a way that honours their individual voices.

This book, Linguistic Disobedience: Restoring Power to Civic Language by Komska, Moyd and Gramling (2019), reminds us that in these times, when we are inundated with words (on our television screens, computers, and in our everyday lives), we risk becoming overwhelmed and miss where the appropriation of meaning endangers particular people and groups. A case is made that caring for language is a civic duty.The authors argue that restoring 'power to civic language' is important in overcoming contemporary 'suffering, violence, and racism' amongst other things (2019: 2). They connect diverse historical moments (such as the Third Reich and Black Lives Matter) and reflect on the role of language and characterise its effects as stemming from 'linguistic obedience' and 'linguistic disobedience' (2019: 2-3).'Linguistic obedience' can take the form of 'orderly decorum, deference, credulity, and even submission', but regardless of its tone or stance, it involves 'hearing toward power' and thus 'hearing away from, or to the detriment of, other meanings' that would empower disenfranchised

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