Beyond Internationalization

Abstract

Despite the critiques generated in critical internationalization studies in response to the neoliberal and neocolonial orientation of internationalization of higher education, the direction of internationalization appears to be unchanged. This paper takes up the challenge of imagining internationalization otherwise by drawing from the field of post-development (PD) studies, which, it is argued, has parallels to the realities and debates on internationalization. An overview of the debates in PD and why they offer important ideas for critical internationalization studies will be followed by a discussion of how key analyses and arguments in PD can be applied to internationalization. This argument leads to the question of whether it is time to recognize an emerging post-internationalization movement, acknowledging that internationalization as we know it is in decline.

The Participation Experiences of Chinese Teacher Trainees and Their Finnish Teacher Trainer on an In-Service Teacher Training Program Exported From Finland to China

“…The overprivileged globalist sentiment may mute other value systems because it “is approached within the realms of the ‘rich world's’ value systems and ethnocentrism” (Stier, 2004, p. 89). In particular, internationalization in the idealistic scenario is overwhelmingly positive and depoliticized but can operate within the existing colonial and modernist structures without problematizing “Who will take up social responsibility, for whom, and to what ends?” (Beck, 2021, p. 136). The universalistic tone of idealism can be manifested by one-way flow of the “continuing dominance of Western models and systems of higher education, the influence of the English language, the impact of foreign training, the dominance of Western scientific products, ideas, and structures” (Altbach & de Wit, 2015, p. 7).…”

Critical Review of the Policy Framework for Internationalisation of Higher Education in South Africa

“…The global racist hierarchy is maintained through politics, economics, knowledge production and education. Knowledge-related power imbalances and Euro-American hegemony continue to be maintained through knowledge generation systems, structures and processes, which arecontrolled and dominated by the institutions and academics in the global North (Beck, 2021;Ndlovu-Gatsheni, 2018). Stein (2017, p. 1) argues that the mainstream approaches to higher education internationalisation around the world continue to be framed in ways that "further entrench colonialist, capitalist global relations, and reproduce the Euro-supremacist foundations of modern Western higher education."…”

“…The global racist hierarchy is maintained through politics, economics, knowledge production and education. Knowledge-related power imbalances and Euro-American hegemony continue to be maintained through knowledge generation systems, structures and processes, which arecontrolled and dominated by the institutions and academics in the global North (Beck, 2021; Ndlovu-Gatsheni, 2018).…”

International Academic Affiliations: Destination or Journey? An Oman-Based Study of Policy, Practice and Potential

“…There is concern that the impact of neoliberal forces and globalisation through TNE can result in the creation of dependency cultures (Leung & Waters, 2013; Ng, 2012), imposition of cultural philosophies and values as well as curricula (Leung & Waters, 2013; Ng, 2012;) and a focus on capacity export rather than capacity development in arrangements where the latter is expected by the receiving nation (Leung & Waters, 2013). More broadly, scholars observe the one-sidedness that often characterises ‘North-South’ HE partnerships and how this often disproportionately privileges English-medium institutions in the Global North across a range of dimensions, including language (Beck, 2021; Chasi, 2020; Finardi et al, 2020).…”