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International Education

International Education. John Winslade College of Education, California State University San Bernardino. It is useful to conceive of international education in Gilles Deleuze’s terms as having a variety of lines of force running through it. Lines of Force. Lines of force. An event. 41.

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International Education

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  1. International Education John Winslade College of Education, California State University San Bernardino

  2. It is useful to conceive of international education in Gilles Deleuze’s terms as having a variety of lines of force running through it. Lines of Force

  3. Lines of force An event 41

  4. The AID agenda • Promote international understanding • Contribute to development • Avoid horrors of world war • Promote peace Line of force

  5. The TRADE agenda • Education marketplace • Education as “globally tradable product” (GATT) • Globalization • Neoliberalism • Increased mobility • Increased global ranking of universities Line of Force

  6. Reduced government funding for universities • Requirement to become more entrepreneurial • Universities seeking to subsidize local students with international tuition fees Line of Force

  7. International students more problematized • Getting US visas is more difficult • Migration crisis • Terrorism Line of Force

  8. Economic nationalism • Trump, Putin, Kim Jong Un • Recognition of material competition • Belief in gaining advantage over other countries • Determination to get a slice of the pie as big as possible A recent Line of Force

  9. Pressure on universities to take students from countries loyal to “us”. • Rejection of the global marketplace ideal What can we expect?

  10. Fivefold increase in student mobility, 1975-2010 • Happening in every country • UK: 10% of university budgets • Australia: 3rd largest export industry Trends

  11. 25% of student mobility from China (2001) • China is now becoming a host country • 42% of Asian students stay in Asia (2009) Trends

  12. Society founded upon knowledge • Enlightenment ideal • Knowledge as communal property • Universities as places where people engage with knowledge Line of Flight

  13. Complex situation requires complex response • Need new categories of analysis • Focus on international study rather than international student • Avoid exclusive focus on money-making or on economic nationalism What should we do? Line of flight

  14. Universities’ core business is in knowledge • Engagement with knowledge • Production of knowledge • Knowledge should be at the center • Knowledge is not owned by a student or by a university or by a country • Needs to be a two-way flow What should we do?

  15. Need more transnational knowledge networks • A university education is an international education • Need a concept of academic mobility What should we do?

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