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10 books match the query 'Education and globalization'

cover of Academic Freedom in a Plural World: Global Critical Perspectives

Academic Freedom in a Plural World

Global Critical Perspectives

Frédéric Mégret

Central European University Press, 2024

The notion of academic freedom dates back to the creation of universities and has long been understood to be central to their vocation. This freedom has come under attack by different actors throughout its history. In the current context, rising threats to democracy and human liberties, the corporatization of research, concerns about diversity and increased societal polarization, are putting a considerable pressure on its exercise. However, academic freedom is also a concept that suffers from persistent ambiguities associated with the general notion of freedom as well as debates about the function of universities.
This edited collection addresses the question of academic freedom by situating it in its broader global context. More conceptual treatments contribute to an understanding of academic freedom as distinct and separate from, although related to, freedom of expression, or student rights. These conceptual treatments are combined with studies of actual struggles over the scope of academic freedom in specific universities. The contributions come from a broad variety of sites seek to deprovincialize the conversation beyond North America or the English-speaking world.

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cover of American Universities in a Global Market

American Universities in a Global Market

Edited by Charles T. Clotfelter

University of Chicago Press, 2010

In higher education, the United States is the preeminent global leader, dominating the list of the world’s top research universities. But there are signs that America’s position of global leadership will face challenges in the future, as it has in other realms of international competition. American Universities in a Global Market addresses the variety of issues crucial to understanding this preeminence and this challenge. The book examines the various factors that contributed to America’s success in higher education, including openness to people and ideas, generous governmental support, and a tradition of decentralized friendly competition. It also explores the advantages of holding a dominant position in this marketplace and examines the current state of American higher education in a comparative context, placing particular emphasis on how market forces affect universities. By discussing the differences in quality among students and institutions around the world, this volume sheds light on the singular aspects of American higher education.

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cover of Decolonizing Ethnography: Undocumented Immigrants and New Directions in Social Science

Decolonizing Ethnography

Undocumented Immigrants and New Directions in Social Science

Carolina Alonso-Bejarano, Lucia López Juárez, Mirian A. Mijangos García, and Daniel M. Goldstein

Duke University Press, 2019

In August 2011, ethnographers Carolina Alonso Bejarano and Daniel M. Goldstein began a research project on undocumented immigration in the United States by volunteering at a center for migrant workers in New Jersey. Two years later, Lucia López Juárez and Mirian A. Mijangos García—two local immigrant workers from Latin America—joined Alonso Bejarano and Goldstein as research assistants and quickly became equal partners for whom ethnographic practice was inseparable from activism. In Decolonizing Ethnography the four coauthors offer a methodological and theoretical reassessment of social science research, showing how it can function as a vehicle for activism and as a tool for marginalized people to theorize their lives. Tacking between personal narratives, ethnographic field notes, an original bilingual play about workers' rights, and examinations of anthropology as a discipline, the coauthors show how the participation of Mijangos García and López Juárez transformed the project's activist and academic dimensions. In so doing, they offer a guide for those wishing to expand the potential of ethnography to serve as a means for social transformation and decolonization.
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cover of Decolonizing the University

Decolonizing the University

Edited by Gurminder K. Bhambra, Kerem Nisancioglu and Dalia Gebrial

Pluto Press, 2018

"A must-read for anyone interested in enhancing a historical understanding of our present through a consideration of what it means to decolonize."—Priyamvada Gopal, University of Cambridge

In 2015, students at the University of Cape Town demanded the removal of a statue of Cecil Rhodes, the imperialist, racist business magnate, from their campus. Their battle cry, #RhodesMustFall, sparked an international movement calling for the decolonization of universities all over the world.
 
Today, as the movement develops beyond the picket line, how might it go on to radically transform the terms upon which universities exist? In this book, students, activists, and scholars discuss the possibilities and the pitfalls of doing decolonial work in the heart of the establishment. Subverting curricula, demanding diversity, and destroying old boundaries, this is a radical call for a new era of education. Chapters include:
 
*Rhodes Must Fall: Oxford and Movements for Change (Dalia Febrial)
*Race and the Neoliberal University ((John Holmwood)
*Black/Academia (Robbie Shilliam)
*The Challenge for Black Studies in the Neoliberal University (Kehinde Andrews)
*Open Initiatives for Decolonising the Curriculum (Pat Lockley)
*Decolonising Education: A Pedagogic Intervention (Carol Azumah Dennis)
*Understanding Eurocentrism as a Structural Problem of Undone Science (William Jamal Richardson)
 
As the book’s insightful Introduction states, "Taking colonialism as a global project as a starting point, it becomes difficult to turn away from the Western university as a key site through which colonialism—and colonial knowledge in particular—is produced, consecrated, institutionalized and naturalized." Offering resources for students and academics to challenge and resist colonialism inside and outside the classroom, Decolonizing the University provides the tools for radical change in educational disciplines, pedagogies, and institutions.  
 
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cover of Documenting the American Student Abroad: The Media Cultures of International Education

Documenting the American Student Abroad

The Media Cultures of International Education

Kelly Hankin

Rutgers University Press, 2021

1 in 10 undergraduates in the US will study abroad. Extoled by students as personally transformative and celebrated in academia for fostering cross-cultural understanding, study abroad is also promoted by the US government as a form of cultural diplomacy and a bridge to future participation in the global marketplace.

In Documenting the American Student Abroad, Kelly Hankin explores the documentary media cultures that shape these beliefs, drawing our attention to the broad range of stakeholders and documentary modes involved in defining the core values and practices of study abroad. From study abroad video contests and a F.B.I. produced docudrama about student espionage to reality television inspired educational documentaries and docudramas about Amanda Knox, Hankin shows how the institutional values of "global citizenship," "intercultural communication," and "cultural immersion" emerge in contradictory ways through their representation.

By bringing study abroad and media studies into conversation with one another, Documenting the American Student Abroad: The Media Cultures of International Education offers a much needed humanist contribution to the field of international education, as well as a unique approach to the growing scholarship on the intersection of media and institutions. As study abroad practitioners and students increase their engagement with moving images and digital environments, the insights of media scholars are essential for helping the field understand how the mediation of study abroad rhetoric shapes rather than reflects the field's central institutional ideals
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cover of International and Language Education for a Global Future: Fifty Years of U.S. Title VI and Fulbright-Hays Programs

International and Language Education for a Global Future

Fifty Years of U.S. Title VI and Fulbright-Hays Programs

David S. Wiley

Michigan State University Press, 2010

The contributions to this book address the role that the U.S. Department of Education Title VI and Fulbright-Hays programs have played in building the largest and highest quality infrastructure in the world for training in languages and other aspects of foreign area knowledge. The volume celebrates the 50th anniversary of the Title VI and associated Fulbright-Hays programs, which have established more than 150 centers of excellence for modern foreign language and area studies and international business education in more than 60 U.S. universities.
The authors review the history of the programs, including their founding and their cumulative impacts on internationalizing the American university at the graduate and undergraduate levels. They review how programs for foreign research, technology for foreign information access, and undergraduate programs have built the foundations of U.S. language-learning materials for use in college courses and government with improved language-learning pedagogies, erected the most distinguished library holdings on foreign countries, supported in-depth research abroad in virtually every nation, and created capacity to teach more than 200 less commonly taught languages.

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cover of Library Partnerships in International Liberal Arts Education: Building Relationships Across Cultural and Institutional Lines

Library Partnerships in International Liberal Arts Education

Building Relationships Across Cultural and Institutional Lines

Jeff H. iroshi Gima

Assoc of College & Research Libraries, 2020

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cover of Making the World Global: U.S. Universities and the Production of the Global Imaginary

Making the World Global

U.S. Universities and the Production of the Global Imaginary

Isaac A. Kamola

Duke University Press, 2019

Following World War II the American government and philanthropic foundations fundamentally remade American universities into sites for producing knowledge about the world as a collection of distinct nation-states. As neoliberal reforms took hold in the 1980s, visions of the world made popular within area studies and international studies found themselves challenged by ideas and educational policies that originated in business schools and international financial institutions. Academics within these institutions reimagined the world instead as a single global market and higher education as a commodity to be bought and sold. By the 1990s, American universities embraced this language of globalization, and globalization eventually became the organizing logic of higher education. In Making the World Global Isaac A. Kamola examines how the relationships among universities, the American state, philanthropic organizations, and international financial institutions created the conditions that made it possible to imagine the world as global. Examining the Center for International Studies, Harvard Business School, the World Bank, the Social Science Research Council, and NYU, Kamola demonstrates that how we imagine the world is always symptomatic of the material relations within which knowledge is produced.
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cover of Multisituated: Ethnography as Diasporic Praxis

Multisituated

Ethnography as Diasporic Praxis

Kaushik Sunder Rajan

Duke University Press, 2021

In Multisituated Kaushik Sunder Rajan evaluates the promises and potentials of multisited ethnography with regard to contemporary debates around decolonizing anthropology and the university. He observes that at the current moment, anthropology is increasingly peopled by diasporic students and researchers, all of whom are accountable to multiple communities beyond the discipline. In this light, Sunder Rajan draws on his pedagogical experience and dialogues to reconceptualize ethnography as a multisituated practice of knowledge production, ethical interlocution, and political intervention. Such a multisituated ethnography responds to contemporary anthropology’s myriad commitments as it privileges attention to questions of scale, comparison, and the politics of ethnographic encounters. Foregrounding the conditions of possibility and difficulty for those doing and teaching ethnography in the twenty-first-century, Sunder Rajan gestures toward an ethos and praxis of ethnography that would open new forms of engagement and research.
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cover of U.S. Power in International Higher Education

U.S. Power in International Higher Education

Jenny J. Lee

Rutgers University Press, 2021

2021 ASHE/CIHE Award for Significant Research on International Higher Education

U.S. Power in International Higher Education explores how internationalization in higher education is not just an educational endeavor, but also a geopolitical one. By centering and making explicit the role of power, the book demonstrates the United States’s advantage in international education as well as the changing geopolitical realities that will shape the field in the future. The chapter authors are leading critical scholars of international higher education, with diverse scholarly ties and professional experiences within the country and abroad. Taken together, the chapters provide broad trends as well as in-depth accounts about how power is evident across a range of key international activities. This book is intended for higher education scholars and practitioners with the aim of raising greater awareness on the unequal power dynamics in internationalization activities and for the purposes of promoting more just practices in higher education globally.

 
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