Peripheries within the higher education centres

Trifuljesko, Sonja; Choi, On

doi:10.3167/latiss.2022.150304

Cited by 3 publications

(1 citation statement)

References 28 publications

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“…Looking at internationalisation at the level of academics or students, Morley et al (2018) juxtaposed mainstream policy narratives on academic mobility as a dimension of internationalising academia and academic knowledge with the experience of migrant academics of marginalisation of their epistemic and cultural resources as they move from the global South to the global North or from marginalised social groups into the academic community. Comparable instances of marginalisation were identified by Trifuljesko and Choi (2022) in their case studies which explored the experiences of international students in a Finnish and a UK university. In the Finnish university, the "Englishisation" of the academic language underpinned the international students' experiences of peripheralisation as their social interactions outside the formal academic settings were constrained emphasising their implicit positioning as temporary sojourners.…”

Section: Higher Education Internationalisation In Concept Policy and ...mentioning

confidence: 99%

Exploring the Internationalisation of the Curriculum in Social Science in Case Studies from Aotearoa New Zealand and Egypt: A Southern theory perspective

Hamada

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This thesis explored what afforded and constrained internationalising the curricula of regular courses in the social sciences. To date, there is a dearth of studies which investigate the incorporation of international and intercultural, and global learning opportunities into the existing curricula of the academic disciplines despite the mounting universities’ claims about internationalising curricula and student experiences. The possibility of offering such internationalised learning opportunities is contested within the social sciences. Contemporary sociologists depict the social sciences as Euro-American centric and culturally exclusionary. In contrast, the internationalisation of the curriculum scholars represent the social sciences as conducive to context-based constructions of social reality and social experience. To tease out the capacity of existing social science curricula for engaging with international and intercultural, and global learning opportunities, case studies were conducted at a public research-intensive university in Aotearoa New Zealand and a private American liberal arts university in Egypt. The case studies centred on four social science courses, two in each university. Data sources included interviews with academic staff members (n=7), students (n=16), and international office coordinators (n=3), observations of lectures and tutorials, and key national, institutional, and degree policies, and course documentation. Data were analysed using thematic analysis combining inductive and deductive reasoning to generate both explanatory and critical analyses. Southern theory, a strand of critical theory, informed the theoretical approach taken to interpreting findings. The findings of this research demonstrated a dynamic co-existence between constraints and affordances in engaging curricula with internationalised learning opportunities. Constraints manifested in the predominance of Euro-American content knowledge in the syllabi of the four courses. Affordances emerged in the open-ended pedagogical activities of teaching, learning, and assessment which made space for situated experiences of the local and the global. Most importantly, academics’ and students’ negotiations of the curriculum generated fresh syntheses of these different knowledge and experience resources. The findings of this research pose implications for the practice of the internationalisation of the curriculum in the social sciences. Established Euro-American centricity of the course syllabi calls on curriculum designers (e.g., academics, students) for a critical interrogation of privileged and marginalised perspectives, paradigms, and scholarship in the internationalisation of social science curricula. Furthermore, the local and global social experiences academics and students drew on in their negotiations of knowledge and pedagogy warrant the curriculum designers’ attention to the potential contribution of these experience resources to a situated and reflexive practice of the internationalisation of the curriculum.

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Section: Higher Education Internationalisation In Concept Policy and ...mentioning

confidence: 99%

Exploring the Internationalisation of the Curriculum in Social Science in Case Studies from Aotearoa New Zealand and Egypt: A Southern theory perspective

Hamada

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Internationalization as myth, ceremony and doxa in higher education. The case of the Nordic countries between centre and periphery

Musiał

2023

Nordic Journal of Studies in Educational Policy

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Addressing diversity in flux: identity work, identity negotiation and intersectionality insights

Donmanige,

Almeida,

Frino

2024

EDI

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PurposeDiversity management literature is at a crossroads with limitations in producing novel insights due to its heavy reliance on the etic approach and surface-level diversity. This paper reviews identity work, identity negotiation and intersectionality to propose an interdisciplinary lens that offers new insights and suggestions for future research that will advance the diversity management literature.Design/methodology/approachOur paper advances methods in the diversity management literature by reviewing interdisciplinary research using a dual approach: a bibliometric analysis of the vast literature examining 323 papers published between 1987 and 2023, supplemented by a summary review of the identified thematic clusters.FindingsThis study identified seven thematic clusters around identity construction, transformation and navigation processes. The study highlights significant research gaps in (1) context-specificity, (2) deep-level forms of diversity, (3) lack of focus on meso-level stakeholders, and most importantly (4) lack of focus on the interplay of micro-level and meso-level interactions.Originality/valueThis paper contributes in three ways. Firstly, it pioneers a dual approach to comprehending the research landscape on identity work, identity negotiation and intersectionality, employing bibliometric analysis and summary review. Secondly, with its interdisciplinary reach, it advocates for a more inclusive diversity management approach, exploring micro-meso-level interaction through new lenses. Lastly, it offers theoretical and practical contributions by proposing an integrated multiple lens to better address the challenges and tensions of an increasing diversity of the workforce.

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Peripheries within the higher education centres

Cited by 3 publications

References 28 publications

Exploring the Internationalisation of the Curriculum in Social Science in Case Studies from Aotearoa New Zealand and Egypt: A Southern theory perspective

Exploring the Internationalisation of the Curriculum in Social Science in Case Studies from Aotearoa New Zealand and Egypt: A Southern theory perspective

Internationalization as myth, ceremony and doxa in higher education. The case of the Nordic countries between centre and periphery

Addressing diversity in flux: identity work, identity negotiation and intersectionality insights

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