{"title":"高等教育国际化的批判视角:商业化、全球公民身份还是后殖民帝国主义?","authors":"Annette Bamberger, P. Morris","doi":"10.1080/17508487.2023.2233572","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":4.0000,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Critical perspectives on internationalization in higher education: commercialization, global citizenship, or postcolonial imperialism?\",\"authors\":\"Annette Bamberger, P. Morris\",\"doi\":\"10.1080/17508487.2023.2233572\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":47434,\"journal\":{\"name\":\"Critical Studies in Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2023-07-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Critical Studies in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/17508487.2023.2233572\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Critical Studies in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/17508487.2023.2233572","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
期刊介绍：
Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
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