This forthcoming special issue of Teaching in Higher Education will offer a forum for a range of critical perspectives on the role that different educational mobilities play in internationalised higher education.
Higher education is increasingly now established on a basis that crosses national, cultural and other boundaries. Mobility plays a prominent role in this, whether through the markets for academic labour or international students, or as a result of global flows of migrants. The rise of interdisciplinarity, meanwhile, has come in part as a response to the grand challenges facing the world, so that disciplines themselves have become more fluid. Recent decades have also seen the rise of transnational education and online learning, with educational programmes and institutions now themselves increasingly mobile. Indeed, the association between a university and a specific locale is increasingly fluid.
A further deterritoralisation of higher education is in evidence with the rise of private higher education, whether resulting from the growing role of multinational educational companies or mutlinationals in general that offer educational services to their employees, customers or clients. It remains the case, indeed, that the internationalisation of higher education has been geared towards the needs of the global economy and the pursuit of excellence. At the same time, many institutions have framed their strategic development around climbing global rankings of higher education institutions.
Relatively limited attention, however, has been given in the research literature on higher education to developing critical insights into the nature of the mobilities and immobilities that are now entailed in higher education globally, and to the resulting dislocations, diversifications and concentrations. This forthcoming special issue of Teaching in Higher Education will offer a forum to apply critical perspectives from the mobilities turn within the social sciences to internationalised higher education. It looks to include studies that interrogate the values and presuppositions underpinning teaching, and that introduce theoretical perspectives that challenge accepted ways of perceiving the role played by educational mobilities. Studies are particularly welcome that offer or extend new theorisations of borders, mobility, space or virtuality, and that include reflexive discussion of the critical stance taken.
The following list of questions is designed to indicate the overall scope of the special issue, rather than to be prescriptive. We will consider any contribution that critically addresses the discources and practices surrounding educational mobility in a global setting as it relates to practices and policy relevant to teaching within higher education:
- What critical approaches exist to characterising the mobilities and immobilities of today’s internationalised higher education? What insights result for the associated dislocations, diversifications and concentrations?
- What are the limitations of dominant neoliberal approaches to transnational education? In what ways do the introduction of branch campuses, international franchising, collaboration across borders, use of English as a medium of instruction and the recruitment of international students, for instance, relate to the demands of the global economy?
- How do different educational mobilities affect the nature of the relations that are present between institutions, teachers and students, and with what consequences for inclusion and exclusion?
- What are the consequences of deterritoralisation for local ways of understanding what it means to teach or what is appropriate to include within curricula?
- What tensions or new forms of colonisation emerge for particular groups of learners and academics, whether they are from specific regions of the world (e.g. Asia, developing countries, Indigenous peoples) or those subject to particular forms of mobility or immobility (e.g. migrants, remote learners)?
- In what ways are the identities and subjectivities of teaching staff and students affected by educational mobility or imobility. To what extent is intersectionality entailed in any shifts?
- To what extent is a shifting of disciplines and a growing role for interdisciplinarity as a response to global challenges affecting pedagogy in higher education?
- What new forms of virtual and contemperaneous co-existence with others have advances in information and communication technology allowed in pedagogic settings across the world?
- What implications arise from educational mobility for equity in relation to the pedagogies that teachers employ in higher education, as well as for epistemic access?
Potential authors are asked to submit abstracts of up to 500 words with a deadline of 5pm (GMT) on Friday 11th May 2018. Abstracts should provide an outline of the proposed paper, including its empirical, theoretical and/or philosophical basis. We actively welcome abstracts from across the globe.
Abstracts should be e-mailed to Alison Stanton at firstname.lastname@example.org. We expect to inform successful authors in May 2018, with a provisional submission date for full papers of Friday 19th October 2018. The special issue will be published in mid-2019.
- Co-Editor: Peter Kahn, Director of the Centre for Higher Education Studies, University of Liverpool
- Co-Editor: Lauren Ila Misiaszek, Associate Professor, Institute of International and Comparative Education, Beijing Normal University, and Secretary General, World Council of Comparative Education Societies