Download Internationalizing Higher Education: Critical Explorations by Peter Ninnes, Meeri Hellsten PDF
By Peter Ninnes, Meeri Hellsten
Globalization is a multifaceted phenomenon, and certainly one of its significant elements is the internationalization of schooling. The expanding velocity and complexity of world wisdom flows, and the accelerating trade of academic principles, practices and regulations, are vital drivers of globalization. larger schooling is a key web site for those flows and exchanges. This ebook casts a severe eye at the internationalization of upper schooling. It peels again taken-for-granted practices and ideology, explores the gaps and silences in present pedagogy and practices, and addresses the ambiguities, tensions and contradictions in internationalization. during this quantity, students from a number disciplines and areas severely learn the co amendment of upper schooling, instructing and aid for overseas scholars, foreign partnerships for relief and alternate, and the affects on lecturers’ paintings.
Read or Download Internationalizing Higher Education: Critical Explorations of Pedagogy and Policy (CERC Studies in Comparative Education) PDF
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Additional info for Internationalizing Higher Education: Critical Explorations of Pedagogy and Policy (CERC Studies in Comparative Education)
For example, the belief that universities require relative independence from political and corporate influence to function optimally, which was in turn linked to the need for guaranteed state funding and professional autonomy, has been eroded. These developments, together with more general retractions in public policy away from frameworks based on Keynesian welfare state settlements, have resulted in the Knowledge in the Marketplace 39 implementation of funding and regulatory frameworks which revolve around neoliberal market mechanisms and new managerialist principles (Dill 1997, Deem 2001).
It is possible that the transnational student presence in Australian higher education might even help in efforts to re-invent ethnographic fieldwork, freeing it from at least some of its “history of European, literary, male, bourgeois, scientific, heroic, recreational meanings and practices” (Clifford 1997: 33). Despite an ambiguous inheritance, pedagogies of quasiethnographic fieldwork might be reworked along the lines indicated below so as to be useful in enabling transnational learning communities that give form and substance to a new generation of trans-national workers/employer, global/national citizens and worldly learners.
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