Ideologies of internationalisation and the treatment of diversity within Japanese higher education

Rivers, Damian J.

doi:10.1080/1360080x.2010.511117

Cited by 64 publications

(36 citation statements)

References 10 publications

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“…AFELT understood these universities to be underpinned by hegemonic structures and practices that maintain dichotomous 'power relations' (Foucault 1986) such as 'us/them', and 'in/out'. In this context, and because of their position and status, participants report a wide range of constraints that constrain their professional practice, such as arbitrarily imposed and inappropriate textbooks, overly large classes, exclusion from academic meetings, and a 'system' that does not support them or their activities; these observations being consistent with others previously reported (Poole 2005;Rivers 2010).…”

Section: Internationalisation? Afelt Positioned Outside Of the 'System'supporting

confidence: 88%

English language learning in the Japanese higher education sector: towards internationalisation

Whitsed

Wright

2013

Intercultural Education

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The graduate attribute 'global competence' is increasingly viewed as a significant learning outcome of a tertiary education. In Japanese higher education, global competence appears to be a lesser priority despite Japan becoming an increasingly pluralistic. This article explores how adjunct foreign English language teachers (AFELT) encourage global competency in their classes. Data was drawn from 43 participants across 66 Japanese universities through focus groups and interviews. The research revealed that the positionality of AFELT on the margins institutionally had both affordances and constraints. First, being on the margins meant that AFELT had significantly lower status both institutionally and in student's eyes, and AFELT were consequently constrained by these views. Second however, and paradoxically, distance from University hegemonic practices also provided affordances for AFELT in disrupting them. AFELT highlight that their pedagogical practices, while constrained, are both subversive and necessary in achieving student's intercultural and global competencies.

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Section: Internationalisation? Afelt Positioned Outside Of the 'System'supporting

confidence: 88%

English language learning in the Japanese higher education sector: towards internationalisation

Whitsed

Wright

2013

Intercultural Education

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“…For instance, the government of Japan launched its Global 30 Scheme in 2009 with a motive to enhance the number of international student to 300,000 by 2020 (Rivers, 2010). Taiwan in 2011, also declared a bold plan to position the Taiwan as a 'Key Centre of Higher Education in Southeast Asia' through exporting higher education to other countries.…”

Section: Global Trends In Internationalization Of Heismentioning

confidence: 99%

Towards Global Knowledge Society; A SWOT Analysis of Higher Education of Pakistan in Context of Internationalization

Khalid

Ali

Khaleel

et al. 2017

JOB

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JEL Classification: I23,I22, H52, H75Purpose -The purpose of this study to overview the trends of higher education globally, within Asia Pacific Region and specially in Pakistan. Most importantly, current study highlights the strengths and opportunities as well as weakness and threads of Pakistan's higher education system by proposing a SWOT analysis of higher education internationalization. Design/methodology/approach -This exploratory research is meant to appear in conjunction with more discrete and in-depth previous literature regarding higher education internationalization. Findings -It is investigated that higher education institutions in Pakistan are in need to rethink and reshape internationalization policies and strategies following global standard which may lead them towards global knowledge society. Quality of higher education can be enhanced by developing internationalized curriculum, recruiting international students/staff and establishing international research collaboration programs. Originality/value -In the present study a SWOT analysis of internationalization has been proposed which illustrates the internal and external factors which are positively or negatively impacting the higher education system in Pakistan. This is an open access article under the terms of the Creative Commons Attribution License 4.0, which allows use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…Such literature has typically drawn attention to: (1) outmoded curricula and delivery methods as well as over-centralized administrative procedures (McVeigh, 2002;Murphey, 2004;Sugimoto, 2010;Rivers, 2013); (2) insular and exclusionary practices against people or ideas deemed foreign or unfamiliar (Hall, 1997;Rivers, 2010Rivers, & 2013Yamagami & Tollefson, 2011); and (3) superficial attempts at internationalization or institutional reform where university administrators opt for cosmetic changes while institutions continue to be conservative and intransigent (McVeigh, 2002(McVeigh, & 2006Murphey, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite the above concerns, universities have been recruiting teaching staff from overseas as part of concurrent attempts at faculty renewal (Rivers, 2010). In my case, I have worked alongside colleagues from the United States, the United Kingdom, Eastern Europe and the Asia-Pacific.…”

Section: Introductionmentioning

confidence: 99%

Extrapolating from an Inquiry into Curricular Issues Concerning the Adoption of English as Medium of Instruction in a Japanese University Situation

Toh¹

2016

laclil

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Japanese universities have lately begun to teach academic content in English instead of Japanese. In this article, I examine curricular and ideological issues related to having English as a medium of instruction (EMI) at a Japanese university before examining their links to larger cultural-political forces in Japan, including neoconservative agendas. My discussion is framed within the setting of a Japanese higher education facing the challenges of: (1) low enrolments and institutional solvency; (2) curricular reform in keeping with the need for institutional renewal. Specifically, based on a critical narrative inquiry into a workplace encounter involving two university courses, one in introductory psychology and another in English for Academic Purposes (EAP), I will explore the ideologically-embedded nature of discourses affecting professional understandings of language, meaning making and curriculum. I will also observe that the 'changes' resulting from the adoption of EMI are only superficial and that the role and status of English, in reality, remains circumscribed.Key words: Academic content; medium of instruction; ideology; policy. Extrapolación de la investigación a los asuntos curriculares relacionados con la adopción del inglés como medio de instrucción en un contexto universitario japonés ResumenLas universidades japonesas últimamente han comenzado a enseñar contenido académico en inglés en lugar de japonés. En este artículo, se examinan los asuntos curriculares e ideológicos relacionados con el hecho de tener el inglés como medio de instrucción (IMI) en una universidad japonesa, para pasar luego a examinar sus conexiones con las fuerzas político-culturales en Japón, incluyendo las agendas neoconservadoras. La discusión está enmarcada dentro del contexto de la educación universitaria japonesa, que enfrenta las siguientes problemá-ticas: (1) el bajo número de estudiantes matriculados y la solvencia institucional; (2) la reforma curricular en respuesta a la necesidad de una renovación institucional. A partir de una investigación narrativa crítica en un contexto de trabajo que involucra dos cursos universitarios, uno de Introducción a la Psicología y otro de Inglés con Propósitos Académicos (IPA), se explora, a su vez, la naturaleza profundamente ideológica del discurso que afecta la comprensión profesional del lenguaje, la construcción del significado y el currículo. También se aclara que los 'cambios' resultantes de la adopción de IMI son solamente superficiales y que el papel y el estatus del inglés, en realidad, permanecen restringidos.Palabras claves: contenido académico; medio de instrucción; ideología; política. Extrapolating from an Inquiry into Curricular Issues Concerning the Adoption of English as Medium...Extrapolação da pesquisa sobre os assuntos curriculares relacionados com a adoção de inglês como meio de instrução num contexto universitário japonês ResumoAs universidades japonesas têm começado a ensinar conteúdo acadêmico em inglês em vez de japonês. Neste artigo, são analisados os ...

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Ideologies of internationalisation and the treatment of diversity within Japanese higher education

Cited by 64 publications

References 10 publications

English language learning in the Japanese higher education sector: towards internationalisation

English language learning in the Japanese higher education sector: towards internationalisation

Towards Global Knowledge Society; A SWOT Analysis of Higher Education of Pakistan in Context of Internationalization

Extrapolating from an Inquiry into Curricular Issues Concerning the Adoption of English as Medium of Instruction in a Japanese University Situation

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