Description
Book SynopsisHigher education increasingly entails a crossing of national, linguistic and cultural boundaries. Recent years have seen significant expansion in the sector around transnational education and online learning, with students, academic staff, educational programmes and even institutions all ever-more mobile. This expansion is usually seen in unproblematic terms, with economic growth the main priority in view. The challenge that is entailed in pursuing social justice in the face of such global expansion, however, should not be underestimated. This book subjects to critical scrutiny the uncertainties that are associated with internationalised higher education. It explores how the agency of teachers, other members of staff and students is mediated by experiences of inclusion and exclusion. Physical or virtual movement around the globe may have become more straightforward in recent years, but the same cannot be said of intercultural relations in classrooms. Challenges can be expected where
Table of Contents
1. Introduction 2. Pedagogic democracy versus pedagogic supremacy: migrant academics’ perspectives 3. Ethically engaging international students: student generated material in an active blended learning model 4. Exploring the dynamics of cultures of learning in internationalised higher education 5. International students: language, culture and the ‘performance of identity’ 6. Giving account of our (mobile) selves: embodied and relational notions of academic privilege in the international classroom 7. A PhD in motion: advancing a critical academic mobilities approach (CAMA) to researching short- term mobility schemes for doctoral students 8. Letting the village be the teacher: a look at community- based learning in Northern Thailand 9. Enabling international student families: new empiricisms and posthumanist entanglements in higher education
