Pub Date : 2023-10-06DOI: 10.1080/14767724.2023.2266682
Tenna Foustad Harbo
ABSTRACTThrough an analysis of translocal digital spaces of learning, training and mentoring in the student-led international movement organisation Rethinking Economics, this article theoretically expands the concept of Social Movement School (SMS) by incorporating new empirical data that reflect contemporary movements’ use of digital media. Rethinking Economics pushes for methodological, theoretical and representational pluralism in economics. Employing a Sociology of Knowledge Approach to Discourse (SKAD), I conduct deep readings of the textual data from the movement’s digital depository (‘Members’ resources’), that stores educational material, online courses in organisation and leadership, and key information about the movement. The article demonstrates how translocal tensions between core–periphery and theoria-phronesis frame knowledge production within the movement and maintain eschewed power relations between student activists and the organisation’s central office. I develop the concept of plug and play activism to describe the digital schooling as a dispositive; displaying how educational material and online courses are diffused to ensure easy data retrievability and protest replicability in translocal student activism.KEYWORDS: Rethinking Economicstranslocalitystudent activismdigital social movement schoolactivist trainingsocial movement organisation AcknowledgementsI extend my gratitude to the two anonymous referees for their insightful and constructive comments and suggestions. Furthermore, I am grateful to Mikkel Thorup, Cristina Flesher Fominaya and Casper Andersen for their feedback on an early draft of this work, and the special issue editors for their very useful remarks.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Rethinking Economics grew out of a transnational student movement, which originates in pleas put forth by French economics students in 2000. Since then, multiple groups and initiatives have emerged, connected and collaborated to push for a pluralist economics. For more information on the early movement (including pleas and open letters) see Fullbrook (Citation2003, Citation2008).2 Examples of ‘other helpful resources’ are branding colours, film suggestions, lists of academics sympathetic to the cause.3 Table 2 illustrates the different forms and levels of didactics.4 While the google.drive’s entire content informs my analysis and understanding of the movement, I decided to limit my thorough coding to documents from Guides for Organisers and Local group training. The majority of guides stored in the google.drive explain smaller, more basic tasks such as ‘how to pick a great film’ or ‘how to create great video content’ (Rethinking Economics, Citationn.d.-c). While these guides surely create the basis for other interesting investigations in movement culture, the elaborate guides offered through the school, and the school in itself, provide sufficient data to inform the questions
{"title":"The perils of promoting pluralism: how translocal tension frames knowledge production in rethinking economics","authors":"Tenna Foustad Harbo","doi":"10.1080/14767724.2023.2266682","DOIUrl":"https://doi.org/10.1080/14767724.2023.2266682","url":null,"abstract":"ABSTRACTThrough an analysis of translocal digital spaces of learning, training and mentoring in the student-led international movement organisation Rethinking Economics, this article theoretically expands the concept of Social Movement School (SMS) by incorporating new empirical data that reflect contemporary movements’ use of digital media. Rethinking Economics pushes for methodological, theoretical and representational pluralism in economics. Employing a Sociology of Knowledge Approach to Discourse (SKAD), I conduct deep readings of the textual data from the movement’s digital depository (‘Members’ resources’), that stores educational material, online courses in organisation and leadership, and key information about the movement. The article demonstrates how translocal tensions between core–periphery and theoria-phronesis frame knowledge production within the movement and maintain eschewed power relations between student activists and the organisation’s central office. I develop the concept of plug and play activism to describe the digital schooling as a dispositive; displaying how educational material and online courses are diffused to ensure easy data retrievability and protest replicability in translocal student activism.KEYWORDS: Rethinking Economicstranslocalitystudent activismdigital social movement schoolactivist trainingsocial movement organisation AcknowledgementsI extend my gratitude to the two anonymous referees for their insightful and constructive comments and suggestions. Furthermore, I am grateful to Mikkel Thorup, Cristina Flesher Fominaya and Casper Andersen for their feedback on an early draft of this work, and the special issue editors for their very useful remarks.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Rethinking Economics grew out of a transnational student movement, which originates in pleas put forth by French economics students in 2000. Since then, multiple groups and initiatives have emerged, connected and collaborated to push for a pluralist economics. For more information on the early movement (including pleas and open letters) see Fullbrook (Citation2003, Citation2008).2 Examples of ‘other helpful resources’ are branding colours, film suggestions, lists of academics sympathetic to the cause.3 Table 2 illustrates the different forms and levels of didactics.4 While the google.drive’s entire content informs my analysis and understanding of the movement, I decided to limit my thorough coding to documents from Guides for Organisers and Local group training. The majority of guides stored in the google.drive explain smaller, more basic tasks such as ‘how to pick a great film’ or ‘how to create great video content’ (Rethinking Economics, Citationn.d.-c). While these guides surely create the basis for other interesting investigations in movement culture, the elaborate guides offered through the school, and the school in itself, provide sufficient data to inform the questions","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"2020 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/14767724.2023.2266822
Sara Alnufaishan, Alanoud Alrashidi
ABSTRACTThis study examined the level of and relationship between ethnocentrism and global citizenship attitudes among 346 undergraduate education students at a university in Kuwait. Ethnocentrism was measured using the General Ethnocentrism Scale (GENE) developed by (Neuliep, J. W., and J. C. McCroskey. 1998. “The Development of a U.S. and Generalized Ethnocentrism Scale.” Communication Research Reports 14 (4): 385–398; Neuliep, J. W., and J. C. McCroskey. 2013. “Ethnocentrism Scale.” Measurement Instrument Database for the Social Sciences. https://www.midss.org/sites/default/files/ethnocentrism_scale.pdf) and global citizenship was measured using the Global Citizenship Scale by (Morais, D. B., and A. C. Ogden. 2011. “Initial Development and Validation of the Global Citizenship Scale.” Journal of Studies in International Education 15 (5): 445–466), both of which were translated into Arabic. No significant correlation was found between the two scales overall, but there were significant correlations between some of the subscales. Specifically, ingroup preference was negatively correlated with intercultural communication while ingroup superiority was positively correlated with global self-awareness. These findings suggest that the relationship between ethnocentrism and global citizenship is multifaceted, with some aspects of ethnocentrism working against some aspects of global citizenship, while others may work together. In pursuit of developing sustainable global citizenship education (GCE) programmes, it is imperative to keep the complexity of the relationship between ethnocentrism and global citizenship in mind.KEYWORDS: Global citizenshipglobal citizenship educationethnocentrismeducationKuwaitGulf Cooperation Council AcknowledgmentsWe would like to acknowledge the help of Clayton Chiarelott with the editing and formatting of the final manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要本研究以科威特一所大学346名大学生为研究对象，探讨种族中心主义与全球公民态度的关系。种族中心主义采用Neuliep, J. W.和J. C. mcroskey开发的通用种族中心主义量表(GENE)进行测量。1998. “美国与广义种族中心主义量表的发展”。传播研究报告14 (4):385-398;纽利普，J. W.和J. C.麦克罗斯基。2013. “民族优越感”。社会科学测量仪器数据库。https://www.midss.org/sites/default/files/ethnocentrism_scale.pdf)和全球公民是由(Morais, D. B. and A. C. Ogden. 2011)使用全球公民量表来衡量的。“全球公民量表的初步发展和验证。”《国际教育研究杂志》15(5):445-466)，这两篇文章都被翻译成阿拉伯文。两个量表总体上不存在显著相关，但部分子量表之间存在显著相关。其中，内群体偏好与跨文化交际呈负相关，而内群体优势与全球自我意识呈正相关。这些发现表明，种族中心主义和全球公民之间的关系是多方面的，种族中心主义的某些方面与全球公民的某些方面相抵触，而另一些方面则可能相互作用。在追求发展可持续的全球公民教育(GCE)计划时，必须牢记种族中心主义与全球公民之间关系的复杂性。关键词:全球公民;全球公民教育;民族中心主义;教育;科威特海湾合作委员会致谢我们要感谢克莱顿·恰雷洛特在编辑和格式化最终手稿方面的帮助。披露声明作者未报告潜在的利益冲突。
{"title":"A comparison of ethnocentrism and global citizenship attitudes among Kuwaiti education students","authors":"Sara Alnufaishan, Alanoud Alrashidi","doi":"10.1080/14767724.2023.2266822","DOIUrl":"https://doi.org/10.1080/14767724.2023.2266822","url":null,"abstract":"ABSTRACTThis study examined the level of and relationship between ethnocentrism and global citizenship attitudes among 346 undergraduate education students at a university in Kuwait. Ethnocentrism was measured using the General Ethnocentrism Scale (GENE) developed by (Neuliep, J. W., and J. C. McCroskey. 1998. “The Development of a U.S. and Generalized Ethnocentrism Scale.” Communication Research Reports 14 (4): 385–398; Neuliep, J. W., and J. C. McCroskey. 2013. “Ethnocentrism Scale.” Measurement Instrument Database for the Social Sciences. https://www.midss.org/sites/default/files/ethnocentrism_scale.pdf) and global citizenship was measured using the Global Citizenship Scale by (Morais, D. B., and A. C. Ogden. 2011. “Initial Development and Validation of the Global Citizenship Scale.” Journal of Studies in International Education 15 (5): 445–466), both of which were translated into Arabic. No significant correlation was found between the two scales overall, but there were significant correlations between some of the subscales. Specifically, ingroup preference was negatively correlated with intercultural communication while ingroup superiority was positively correlated with global self-awareness. These findings suggest that the relationship between ethnocentrism and global citizenship is multifaceted, with some aspects of ethnocentrism working against some aspects of global citizenship, while others may work together. In pursuit of developing sustainable global citizenship education (GCE) programmes, it is imperative to keep the complexity of the relationship between ethnocentrism and global citizenship in mind.KEYWORDS: Global citizenshipglobal citizenship educationethnocentrismeducationKuwaitGulf Cooperation Council AcknowledgmentsWe would like to acknowledge the help of Clayton Chiarelott with the editing and formatting of the final manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/14767724.2023.2264223
Simon Marginson
The paper critically reviews the widely adopted definition of ‘internationalisation’ of higher education shaped by Knight and colleagues since 1993 through successive revisions and intended for universal application. Here, internationalisation is defined as ‘the process of integrating an international, intercultural or global dimension’ into post-secondary education. The definition has long led cross-border scholarship, discourse and practice, being promoted in support of a wide range of governmental, commercial and institutional agendas. However, the disjunction between idea and reality has increasingly troubled advocates of the definition; and underlying this tension are more fundamental difficulties. It attempts to unify contradictory cross-border practices under the leadership of the global West/North. The geography of the definition rests on an ideological binary of ‘globalisation’ (bad) and ‘internationalisation’ (good) that locks practitioners into nation-bound approaches. The definition is non-relational in form yet relational in consequence, focused on characteristics of the self – the person, the institution, the nation – without regard for the consequences of internationalisation for the other. Hence when applied by Western/Northern agents the definition facilitates continued Euro-American domination. The paper suggests a different approach to terminology, geography, relationality and power in cross-border education.
{"title":"Limitations of the leading definition of ‘internationalisation’ of higher education: is the idea wrong or is the fault in reality?","authors":"Simon Marginson","doi":"10.1080/14767724.2023.2264223","DOIUrl":"https://doi.org/10.1080/14767724.2023.2264223","url":null,"abstract":"The paper critically reviews the widely adopted definition of ‘internationalisation’ of higher education shaped by Knight and colleagues since 1993 through successive revisions and intended for universal application. Here, internationalisation is defined as ‘the process of integrating an international, intercultural or global dimension’ into post-secondary education. The definition has long led cross-border scholarship, discourse and practice, being promoted in support of a wide range of governmental, commercial and institutional agendas. However, the disjunction between idea and reality has increasingly troubled advocates of the definition; and underlying this tension are more fundamental difficulties. It attempts to unify contradictory cross-border practices under the leadership of the global West/North. The geography of the definition rests on an ideological binary of ‘globalisation’ (bad) and ‘internationalisation’ (good) that locks practitioners into nation-bound approaches. The definition is non-relational in form yet relational in consequence, focused on characteristics of the self – the person, the institution, the nation – without regard for the consequences of internationalisation for the other. Hence when applied by Western/Northern agents the definition facilitates continued Euro-American domination. The paper suggests a different approach to terminology, geography, relationality and power in cross-border education.","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/14767724.2023.2265840
Marta Hernandez-Arriaza, Isabel Muñoz-San Roque, Gonzalo Aza Blanc, Shefaly Shorey
ABSTRACTGeneration Z is characterised by being digitally native, socially conscious, and diverse. These values influence the way they learn, communicate and relate to the world. The present study aims to examine the attitudes of university students towards some emerging global trends, including environmental change, globalisation, immigration, feminism and capitalism. It involves a cross-sectional exploratory study to describe the attitudes of a group of 1,346 students belonging to Generation Z from a Spanish university. Most students are concerned about the environment and support policies to protect it. They also view globalisation and immigration positively. A specific critical view of the capitalist system, however, is reflected by more intermediate scores. There are also gender differences in perceptions of progress on feminism and criticism of the capitalist system. Men score higher on globalisation but less on immigration. There are two profiles among Gen-Z students: those with more positive attitudes towards immigration, feminism and a critical view of the capitalist system (Social Sciences, Health, Translation-RI, Philosophy-Theology students) and those with less positive attitudes (Business, Law and Engineering). These distinctions coincide with different fields of study. Overall, these results are important in enabling social psychologists and educators to understand better the values of their students.KEYWORDS: Gen-Zattitudesstudent perceptionscharacteristicshigher education Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe authors confirm that the data supporting the findings of this study are available within the article.
{"title":"Gen-Z university students’ attitudes toward current global trends: environment, globalisation, immigration, feminism and capitalism","authors":"Marta Hernandez-Arriaza, Isabel Muñoz-San Roque, Gonzalo Aza Blanc, Shefaly Shorey","doi":"10.1080/14767724.2023.2265840","DOIUrl":"https://doi.org/10.1080/14767724.2023.2265840","url":null,"abstract":"ABSTRACTGeneration Z is characterised by being digitally native, socially conscious, and diverse. These values influence the way they learn, communicate and relate to the world. The present study aims to examine the attitudes of university students towards some emerging global trends, including environmental change, globalisation, immigration, feminism and capitalism. It involves a cross-sectional exploratory study to describe the attitudes of a group of 1,346 students belonging to Generation Z from a Spanish university. Most students are concerned about the environment and support policies to protect it. They also view globalisation and immigration positively. A specific critical view of the capitalist system, however, is reflected by more intermediate scores. There are also gender differences in perceptions of progress on feminism and criticism of the capitalist system. Men score higher on globalisation but less on immigration. There are two profiles among Gen-Z students: those with more positive attitudes towards immigration, feminism and a critical view of the capitalist system (Social Sciences, Health, Translation-RI, Philosophy-Theology students) and those with less positive attitudes (Business, Law and Engineering). These distinctions coincide with different fields of study. Overall, these results are important in enabling social psychologists and educators to understand better the values of their students.KEYWORDS: Gen-Zattitudesstudent perceptionscharacteristicshigher education Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe authors confirm that the data supporting the findings of this study are available within the article.","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/14767724.2023.2264220
Alina de las Mercedes Martínez Sánchez
ABSTRACTThis article details the Cuban culture, health system, and pharmacy practice and education background to facilitate culturally sensitive exchanges among pharmacists, pharmacy teachers, and undergraduates from Cuba and other countries. Using Alsharif’s methodology to introduce Cultural Sensitivity and Global Pharmacy Engagement, a bibliography review was carried out using the Scopus, Medline, and International Pharmaceutical Abstracts databases, and Web of Knowledge. The findings provide insights into Cuba’s culture, health system, pharmaceutical services, and pharmacy education within a global pharmacy framework to offer support to exploring potential partnerships with Cuban pharmacist entrepreneurs.KEYWORDS: Cubacultural sensitivityglobal healthpharmacy educationpartnership Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要本文详细介绍了古巴的文化、卫生系统、药学实践和教育背景，以促进古巴和其他国家的药剂师、药学教师和大学生之间的文化敏感交流。使用Alsharif的方法介绍文化敏感性和全球药学参与，使用Scopus、Medline、International Pharmaceutical Abstracts数据库和Web of Knowledge进行了文献综述。调查结果提供了在全球药学框架下对古巴文化、卫生系统、药学服务和药学教育的见解，为探索与古巴药剂师企业家的潜在合作伙伴关系提供了支持。关键词:文化敏感性全球健康药学教育合作伙伴披露声明作者未报告潜在的利益冲突。
{"title":"An approach to cultural sensitivity and global pharmacy engagement in the Cuban pharmacy education and practice framework","authors":"Alina de las Mercedes Martínez Sánchez","doi":"10.1080/14767724.2023.2264220","DOIUrl":"https://doi.org/10.1080/14767724.2023.2264220","url":null,"abstract":"ABSTRACTThis article details the Cuban culture, health system, and pharmacy practice and education background to facilitate culturally sensitive exchanges among pharmacists, pharmacy teachers, and undergraduates from Cuba and other countries. Using Alsharif’s methodology to introduce Cultural Sensitivity and Global Pharmacy Engagement, a bibliography review was carried out using the Scopus, Medline, and International Pharmaceutical Abstracts databases, and Web of Knowledge. The findings provide insights into Cuba’s culture, health system, pharmaceutical services, and pharmacy education within a global pharmacy framework to offer support to exploring potential partnerships with Cuban pharmacist entrepreneurs.KEYWORDS: Cubacultural sensitivityglobal healthpharmacy educationpartnership Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135834656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/14767724.2023.2261416
Lisa Ruth Brunner, Bernhard Streitwieser, Rajika Bhandari
ABSTRACTLinking insights from the fields of international education and migration/mobilities studies – in particular, those offered by Streitwieser [(2019). ‘International Education for Enlightenment, for Opportunity and for Survival: Where Students, Migrants and Refugees Diverge’. Journal of Comparative & International Higher Education 11: 4–9] and Bivand Erdal and Oeppen [(2018). ‘Forced to Leave? The Discursive and Analytical Significance of Describing Migration as Forced and Voluntary’. Journal of Ethnic and Migration Studies 44 (6): 981–998] – we introduce a new approach to analysing international student mobility (ISM) as higher education, migration, and mobility intertwine in increasingly complex ways. First, we attend to the messiness of ISM’s terms, data, and practices, offering clarifications of some commonly-used terms and considerations for stakeholders. We then present our updated conceptual lens which positions ISM as a landscape structured by the interface of two continuums: (1) the discretion to move, and (2) opportunity. By better reflecting the spectrum of ISM’s voluntariness and its impact on opportunity, we highlight the ongoing reproduction, amplification, dissolvement, and restructuring of privilege within international education. Our approach also visibilises students from displaced, refugee, and forced-migrant backgrounds. Ultimately, we problematise the loose subfield of ISM and stress the need for increased interdisciplinary engagement.KEYWORDS: International studentsinternational student mobilityrefugee studentsforced migrationimmigrationedugration AcknowledgementsThank you to Jessica Crist for her valuable feedback on an earlier version of this article.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Classifications and clarifications: rethinking international student mobility and the voluntariness of migration","authors":"Lisa Ruth Brunner, Bernhard Streitwieser, Rajika Bhandari","doi":"10.1080/14767724.2023.2261416","DOIUrl":"https://doi.org/10.1080/14767724.2023.2261416","url":null,"abstract":"ABSTRACTLinking insights from the fields of international education and migration/mobilities studies – in particular, those offered by Streitwieser [(2019). ‘International Education for Enlightenment, for Opportunity and for Survival: Where Students, Migrants and Refugees Diverge’. Journal of Comparative & International Higher Education 11: 4–9] and Bivand Erdal and Oeppen [(2018). ‘Forced to Leave? The Discursive and Analytical Significance of Describing Migration as Forced and Voluntary’. Journal of Ethnic and Migration Studies 44 (6): 981–998] – we introduce a new approach to analysing international student mobility (ISM) as higher education, migration, and mobility intertwine in increasingly complex ways. First, we attend to the messiness of ISM’s terms, data, and practices, offering clarifications of some commonly-used terms and considerations for stakeholders. We then present our updated conceptual lens which positions ISM as a landscape structured by the interface of two continuums: (1) the discretion to move, and (2) opportunity. By better reflecting the spectrum of ISM’s voluntariness and its impact on opportunity, we highlight the ongoing reproduction, amplification, dissolvement, and restructuring of privilege within international education. Our approach also visibilises students from displaced, refugee, and forced-migrant backgrounds. Ultimately, we problematise the loose subfield of ISM and stress the need for increased interdisciplinary engagement.KEYWORDS: International studentsinternational student mobilityrefugee studentsforced migrationimmigrationedugration AcknowledgementsThank you to Jessica Crist for her valuable feedback on an earlier version of this article.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1080/14767724.2023.2257608
Fergal Finnegan, Laurence Cox
Disciplinary pressures within academia often produce specialised and one-sided accounts of complex social processes. Convincing accounts of popular education regularly acknowledge the importance of social movements but without theorising them adequately – and vice versa. This one-sidedness is compounded by a widespread tendency to generalise from often highly specific institutional and political contexts, as though all movements learned in the same way across space and time and popular education’s role in fostering this learning is simple. Unchecked, this leads to the reification of ‘critical’ theory and the reduction and flattening of emancipatory practices to methods or even predefined goals. This paper constructs a dialogue between the work of Choudry, Freire and other authors in both fields, aimed at both celebrating and problematising their contribution to learning from our struggles. By developing a conversation between them, we want to explore how their insights might be usefully integrated for contemporary social movements.
{"title":"Thinking social movement learning, again: Choudry, Freire and the conversation between popular education and social movements","authors":"Fergal Finnegan, Laurence Cox","doi":"10.1080/14767724.2023.2257608","DOIUrl":"https://doi.org/10.1080/14767724.2023.2257608","url":null,"abstract":"Disciplinary pressures within academia often produce specialised and one-sided accounts of complex social processes. Convincing accounts of popular education regularly acknowledge the importance of social movements but without theorising them adequately – and vice versa. This one-sidedness is compounded by a widespread tendency to generalise from often highly specific institutional and political contexts, as though all movements learned in the same way across space and time and popular education’s role in fostering this learning is simple. Unchecked, this leads to the reification of ‘critical’ theory and the reduction and flattening of emancipatory practices to methods or even predefined goals. This paper constructs a dialogue between the work of Choudry, Freire and other authors in both fields, aimed at both celebrating and problematising their contribution to learning from our struggles. By developing a conversation between them, we want to explore how their insights might be usefully integrated for contemporary social movements.","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135154252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-06DOI: 10.1080/14767724.2023.2248458
Xuan Pham
{"title":"Returning or not returning: desire, becoming and decisions following PhD completion","authors":"Xuan Pham","doi":"10.1080/14767724.2023.2248458","DOIUrl":"https://doi.org/10.1080/14767724.2023.2248458","url":null,"abstract":"","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46508628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1080/14767724.2023.2252435
A. Gardner-McTaggart, T. Bunnell, J. Resnik, P. Tarc, E. Wright
{"title":"Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises","authors":"A. Gardner-McTaggart, T. Bunnell, J. Resnik, P. Tarc, E. Wright","doi":"10.1080/14767724.2023.2252435","DOIUrl":"https://doi.org/10.1080/14767724.2023.2252435","url":null,"abstract":"","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45947132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-04DOI: 10.1080/14767724.2023.2252358
Ellen Vanderhoven
{"title":"Unpacking the global apprenticeship agenda: a comparative synthesis of literature from international organisations in the education policy field","authors":"Ellen Vanderhoven","doi":"10.1080/14767724.2023.2252358","DOIUrl":"https://doi.org/10.1080/14767724.2023.2252358","url":null,"abstract":"","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41706083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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