‘Affective eduscapes’: the case of Indian students within Australian international higher education

Learning that Makes a Difference: Pedagogy and Practice for Learning Abroad

“…In numerous cases, either overtly or subtly, programs are still steeped in a cultural context of empire building and cultural superiority (Benham Rennick, 2012b;Caluya, Probyn, & Vyas, 2011;Chapman & Pyvis, 2006), and, even as global society becomes more open to diversity, national and foreign policies continue to reflect inherited cultural norms and values that are identifiable in institutional and program goals (Hervieu Léger, 2000;Irwin Zarecka, 1994). Research attending to issues of equitable relations, solidarity, social and pedagogical responsibilities for learning abroad has highlighted deficiencies in program planning and pedagogical frameworks (Caluya et al, 2011;Joseph, 2008Joseph, , 2012Joseph, Winzer, & Pollard, 2006;Larsson, Boud, Abrandt Dahlgren, Walters, & Sork, 2005;Miliszewska & Sztendur, 2012;Ryan, 2012;Welch, 2012aWelch, , 2012bXiaoping, 2010). For example, Ryan (2012) notes that, despite the growing internationalization agenda, West ern universities continue to rely on outdated and unquestioned assumptions about the superiority of West ern academic ways.…”

The Production of the Indian Student: Regimes and Imaginaries of Migration, Education, Labour, Citizenship and Class

“…This was closely linked to particular media and policy discourses, but it can also be understood in relation to the contrasting cultural imaginaries of mobility that already existed in Australia by Indian students themselves. Rather, it had been instrumentalised by the market-based logics that dominated the Australian higher education and immigration regimes (Caluya, Probyn & Vyas 2011), and further intensified by the 'brokerage' industry -including peak national bodies like Australian Education International, as well as the raft of agents and recruiters working for and with Australian education providers. The development of the 'PR factory' college and the 'PR motivated student' were thus the consequence of these systems and industries, rather than some moral failing or duplicity of students themselves.…”

Learning that Makes a Difference: Pedagogy and Practice for Learning Abroad

“…Research attending to issues of equitable relations, solidarity, social and pedagogical responsibilities for learning abroad has highlighted deficiencies in program planning and pedagogical frameworks (Caluya et al, 2011;Joseph, 2008Joseph, , 2012Joseph, Winzer, & Pollard, 2006;Larsson, Boud, Abrandt Dahlgren, Walters, & Sork, 2005;Miliszewska & Sztendur, 2012;Ryan, 2012;Welch, 2012aWelch, , 2012bXiaoping, 2010). For example, Ryan (2012) notes that, despite the growing internationalization agenda, West ern universities continue to rely on outdated and unquestioned assumptions about the superiority of West ern academic ways.…”

“…In numerous cases, either overtly or subtly, programs are still steeped in a cultural context of empire building and cultural superiority (Benham Rennick, 2012b;Caluya, Probyn, & Vyas, 2011;Chapman & Pyvis, 2006), and, even as global society becomes more open to diversity, national and foreign policies continue to reflect inherited cultural norms and values that are identifiable in institutional and program goals (Hervieu Léger, 2000;Irwin Zarecka, 1994). Research attending to issues of equitable relations, solidarity, social and pedagogical responsibilities for learning abroad has highlighted deficiencies in program planning and pedagogical frameworks (Caluya et al, 2011;Joseph, 2008Joseph, , 2012Joseph, Winzer, & Pollard, 2006;Larsson, Boud, Abrandt Dahlgren, Walters, & Sork, 2005;Miliszewska & Sztendur, 2012;Ryan, 2012;Welch, 2012aWelch, , 2012bXiaoping, 2010).…”