Eduscapes: interpreting transnational flows of higher education

Forstorp, Per-Anders; Mellström, Ulf

doi:10.1080/14767724.2013.807039

Cited by 23 publications

(10 citation statements)

References 19 publications

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“…He labels these dimensions: ethnoscapes, mediascapes, technoscapes, financescapes, and ideoscapes respectively (Appadurai, 1996, p. 33). Specifically relevant to the study of higher education is the extension of Appadurai's theory to the notion of eduscapes (Forstorp & Mellström, 2013). Eduscapes are our imaginaries of higher education which transverse Appadurai's five global flows, or "scapes".…”

Section: Globalization and Deterritorializationmentioning

confidence: 99%

Global discourses and power/knowledge: theoretical reflections on futures of higher education during the rise of Asia

Geerlings

Lundberg

2018

Asia Pacific Journal of Education

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This paper re-reads a selection of critical interdisciplinary theories in an attempt to open a space in higher education for cross-cultural dialogue during the rise of Asia. Theories of globalization, deterritorialization, power/ knowledge and postcolonialism indicate that students and academics have the ability to re-imagine and influence globalization processes in higher education. The current power effects of global discourses restrict the imaginaries and territories of globalization-leading to specific enactments in ways that prioritize western understandings of higher education. The paper argues for the need to explore hegemonic discursive formations of globalization to uncover processes of "othering" and the subjugation of knowledges. In this regard, a postcolonial perspective can help by opening up scenarios for the future of higher education in the Asian Century. I often ask myself the question: am I Chinese or am I Western? Because in my heart I feel Chinese, but in my work [as an educational researcher] I have to be Western. (Yang, 2014) A key issue for academics working in universities in Asia is how they will position themselves in increasingly international higher education landscapes. In the last two decades, higher education has become a centrepiece of globalization: the sector is deregulated in most countries, and around the world universities are increasingly organized as businesses (Mok, 2011). On a global scale, a growing number of higher education institutes are competing to become a "world-class university" and to progress higher on the rungs of international university rankings (Sidhu, 2009, p. 126). In this context, Asian universities are progressively gaining international recognition and prestige as they climb the ranking ladders. Against this background, the prefatory quote above, from an educational scholar at a university in Hong Kong, stands out. He calls for the need to question the idea of "progress" of Asian universities. His words pay attention to the complexity of the notion of a "global education" from a cultural perspective. For academics in Asian countries embroiled in western discourses, the current higher education system may involve cultural masquerades due to an intrusion of "western" influences. The increasing international recognition of Asian universities is important for globalization; however, perhaps not at the risk of a cultural shift towards western academic models. The rise of Asia, and the concomitant rise of the universities, highlights the need to critically scrutinize the cultural effects of globalization of higher education in Asia-for global diversity.

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Section: Globalization and Deterritorializationmentioning

confidence: 99%

Global discourses and power/knowledge: theoretical reflections on futures of higher education during the rise of Asia

Geerlings

Lundberg

2018

Asia Pacific Journal of Education

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“…Globalisation as a geo-spatial process connects geographically distant actors allowing global flows of people, ideas and educational activities to intertwine with local action in the form of 'eduscapes' involving globally networked environments built upon close and equal transnational partnerships which allow students, educators and other actors to build mutual understanding. (Begin-Caouette, 2013;Forstrop 2013). Ironically, quality assurance has traditionally been portrayed as an area of conflict in the literature but evidence now suggests that it can provide a platform, within the context of 'eduscapes', for mutual trust and co-operation which can instil confidence in mutual decision making processes.…”

Section: Globalisation International Mobility and Academic Capitalmentioning

confidence: 99%

Understanding the transnational higher education landscape

Caruana

Montgomery

2015

Learning and Teaching

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The complexity of transnational higher education (TNHE) is linked to its international and intercultural context where teaching and learning crosses cultural boundaries at a variety of levels including supra-national organisations, national governments and higher education institutions. This article presents a comprehensive review of research on transnational higher education published between 2006 and 2014. It aims to provide an overview of a highly complex field which is both nascent and shifting with research developing unevenly and concentrated in particular areas. This overview will enable academics working in transnational higher education to place their practice in the wider context of socio-political and cultural discourses. The review adopts the concept of positionality -which defines individuals and/or groups not in terms of fixed identities but by their shifting location within networks of relationships -in this case transnational partnerships -as a means of understanding the changing current landscape. The research literature suggests that recent shifts in positionality to include non-Western perspectives are generating a complexity in the field that is producing a maelstrom of different views, making progress with culturally sensitive pedagogies more challenging.

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“…Likewise, there are major expansions of universities, many privately owned and run, in those regions. At the same time there are major forms of educational movement and student and researcher migration (see Forstorp and Mellström 2013).…”

Section: Neoliberalism and Neoliberal Universitiesmentioning

confidence: 99%

Neoliberal Universities, Patriarchies, Masculinities, and Myself: Transnational-personal Reflections on and from the Global North

Hearn¹

2017

GaV

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This article refl ects on working in eight universities in Finland, Sweden, and the UK, along with many transnational research projects. These are analysed within the framework of what might be called neoliberal universities, neoliberal trans(national)patriarchies, and neoliberal masculinities. Importantly, these are refl ections from the global North, being transnationally located there, rather than glossed as 'global' or simply assumed as nationally contextualised.This discussion is located within the burgeoning literature on neoliberalism, and then proceeds to examine, fi rst, experiences in the UK, before those in Finland and Sweden. The fi nal section focuses on the transnationalisation of these neoliberal processes in academia -for example, through transnational research development, projectisation of research, and language use, performance and performativity. In such ways multiple connections are drawn between the greater organisational 'autonomy' of universities, contradictions of transnationalisations of academia, and the construction of 'autonomous' individual(ist) academics. 1 This article is a development of the presentation given at the RINGS conference 'Gender in/and the Neoliberal University', Prague, November 2015. I would like to thank Liisa Husu for advice on academic systems and statistics, Greg Wolfman for discussions on neoliberalism, anonymous reviewers and the editors for helpful contextualising and clarifying suggestions, and many transnational feminist(ic) researchers for excellent collaborations. GENDER AND RESEARCH| 17 |

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Eduscapes: interpreting transnational flows of higher education

Cited by 23 publications

References 19 publications

Global discourses and power/knowledge: theoretical reflections on futures of higher education during the rise of Asia

Global discourses and power/knowledge: theoretical reflections on futures of higher education during the rise of Asia

Understanding the transnational higher education landscape

Neoliberal Universities, Patriarchies, Masculinities, and Myself: Transnational-personal Reflections on and from the Global North

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