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The Critical Internationalization Studies Review (ISSN: 2832-3211) is an open-access annual publication that compiles the essays published monthly in the Critical Internationalization Studies (CIS) Network Newsletter.

Our goals with the CIS Newsletter, and the subsequent compilation on the CISR, are threefold.

  • First, we aim to provide Network members with short summaries of recent research in the field that reimagines dominant patterns of relationship, representation, and resource distribution in the internationalization of education.
  • Second, we aim to connect critical research with internationalization in practice, thus providing a venue for collaboration and the exchange of ideas between these two all-too-often disconnected worlds.
  • Third, we aim to provide a venue for critical scholarly perspectives of internationalization that speak to fresh approaches to internationalization research and practice.
  • We encourage contributions that take a critical approach to the exploration of internationalization to deepen and complexify the academic conversation, stay apprised of relevant scholarship, and think about the ways in which we can translate our research to different audiences.

    We currently accept submissions of three types: Research Briefs, Practitioner Briefs, and Critical Voices pieces, which serve as scholarly-informed opinion pieces. More information about these submission types can be found under Submissions.

    Please note that we do not publish original research articles.

    Current Issue: Volume 2, Issue 1 (2023)

    Editorial

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    Publishing in the Neoliberal and (Neo)Colonial Academy
    Santiago Castiello-Gutiérrez and Melissa Whatley

    Critical Voices

    Practice Briefs

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    Putin’s War: Supporting International Students During Global Crises
    Abu Arif, Juanita Hennessey, Sonja Knutson, and Lynn Walsh

    Research Briefs

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    Methodological Approaches to the Study of International Students
    Minghui (Hannah) Hou, Jing Yu, and Shinji Katsumoto

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    Theoretical Approaches to the Study of International Students
    Minghui (Hannah) Hou, Jing Yu, and Shinji Katsumoto