Colonial legacies in internationalisation of higher education: racial justice and geopolitical redress in South Africa and Brazil

Majee, Upenyu S.; Ress, Susanne

doi:10.1080/03057925.2018.1521264

Cited by 37 publications

(20 citation statements)

References 63 publications

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“…The third driver of the nature and quality of the African academic diaspora's engagements with scholars and academic institutions in Africa is the internationalisation policies of sending institutions. While such policies are portrayed as altruistic and focused on developing equal, mutually beneficial partnerships with African universities, the process remains ideologically driven and its benefits to African universities are subject to debate (International Association of Universities (IAU), 2012; Zeleza, 2012;Upenyu and Susanne, 2020). While internationalisation policies focus on supporting research collaboration and enhance research infrastructure in African universities (Maassen, 2020), these objectives are unlikely to be fully realised if African diaspora academics coming to African institutions are motivated more by the internationalisation policy imperatives of the sending institutions than the needs of African universities.…”

Section: The Second Wave: Establishment Of National Universities and The Era Of Developmentalismmentioning

confidence: 99%

The Multiple Waves of the African Academic Diaspora’s Engagement with African Universities

Oanda¹,

Obonyo²

2021

IJAHE

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This article analyses the various historical phases in the evolution of theAfrican academic diaspora’s engagement to support the development ofhigher education in Africa. It examines the drivers and motivation for suchengagement and its implications for higher education development onthe continent. The data were derived from a critical review of secondarysources, supplemented by primary observations by one of the authors whois engaged in a programme that supports diaspora academics to travel toAfrican universities for engagement, as part of the third wave. The analysisof the secondary material shows that while the first wave of engagement wasdriven by a strong sense of Pan-Africanism at the global level and laid thefoundation for the establishment of universities across the continent, thesecond wave became trapped in Cold War rivalries that limited engagementand drove more academics from African universities into exile, mainly inEurope and North America, thus swelling the ranks of diaspora academics.The third wave has been caught up in a similar situation. While the forcesof globalisation and internationalisation that are driving this wave ofdiaspora engagement have the potential to support African universities toachieve international standards, they can equally undermine and mute thedesire for higher education decolonisation. The article recommends thatAfrican countries and higher education institutions should play a centralrole in designing the broad policy context that drives engagement and thatthe activities undertaken by African diaspora academics should align withnational higher education priorities.

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Section: The Second Wave: Establishment Of National Universities and The Era Of Developmentalismmentioning

confidence: 99%

The Multiple Waves of the African Academic Diaspora’s Engagement with African Universities

Oanda¹,

Obonyo²

2021

IJAHE

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“…It is particularly important to note this, within a context where concerns still arise (in association with internationalisation in Higher Education) that its agendas represent another vehicle to promote Euro-American logics in the guise of the 'global' according to some. (Jowi 2012;Leite 2010 cited in Majee and Ress (2018). Such concern is not illogical given that, in the past, western Higher Education hegemony was one of the outcomes of many Higher Education international 'relationships' in earlier periods (Altbach and de Wit, 2015: 7).…”

Section: Knowledge Diplomacy As Exemplified By the Wiut (2018) Confermentioning

confidence: 99%

Designing and Engaging Support for Comprehensive Internationalisation: Case Studies from the University of Kent to Share Good Practice with Institutions in Uzbekistan

Manning

2020

Silk Road: A Journal of Eurasian Development

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Internationalisation of Higher Education is of key significance to universities across the globe. However, given the many ways in which comprehensive internationalisation can be manifested, challenges and opportunities can be found in encouraging and engaging staff and students, with a range of ventures which could potentially support and advance internationally-focused and meaningful activity and impact. Given global engagement with international Higher Education, it is also notable that alternative challenges and solutions emerge in different regions of the world, often through collaborative transnational education, and this can offer institutions and globally-minded academics opportunities, in line with accepted principles of knowledge diplomacy. Since internationalisation is a term which has different connotations for the various individuals and departments within any given institution, it is important to approach internationalisation activity with a clear strategy in mind. This paper presents a series of case studies which focus on the strategy, activities and projects devised by a University in the UK in order to support academic internationalisation in Higher Education. These examples are then considered in the context of transnational education with a particular focus on Uzbekistan. Examples are presented not in an attempt to suggest they offer perfect solutions from the West but rather in the 'Silk Road' spirit of internationalisation, to share good practice and to add to that knowledge through the experiences of others. This was very much the context at the 'Internationalization and Innovation in Higher Education' conference, jointly run by Westminster International University in Tashkent (WIUT) and the University of Westminster in the UK (WIUT, 2018), where the author delivered a paper on this same topic.

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“…Over the past decades, most scholarly and public attention with respect to internationalization in higher education has focused on the Western world. As Majee and Ress (2018) note: "Very little research has aimed to understand and conceptualise internationalisation efforts in the context of the historical particularities of the postcolonial condition." (p. 4).…”

Section: Internationalization In Higher Education a Critical Reviewmentioning

confidence: 99%

Internationalization in Higher Education, a Critical Review

Wit

2019

sfuer

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How do we understand the evolution of internationalization as a concept? Is a more diverse and inclusive internationalization replacing the western paradigm? Is there a shift in paradigm from cooperation to competition? Do we see an ongoing dominance of the internationalization abroad component at the cost of internationalization at home, or a more comprehensive and inclusive approach to internationalization? And is internationalization a key change agent towards innovation and global social responsibility of higher education? This contribution provides a critical reflection on internationalization in higher education, particularly in the current nationalist, populist and anti-global political climate! The challenges that institutions encounter are divers. There is pressure of revenue generation, competition for talents, and branding and reputation (rankings). There is pressure to focus on international research and publication, on recruitment of international students and scholars, and on the use of English as language of research and instruction. These challenges and pressures conflict with a more inclusive and less elitist approach to internationalization. In other words, there are tensions between a short term neoliberal approach to internationalization, focusing primarily on mobility and research, and a long term comprehensive quality approach, global learning for all.

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Colonial legacies in internationalisation of higher education: racial justice and geopolitical redress in South Africa and Brazil

Cited by 37 publications

References 63 publications

The Multiple Waves of the African Academic Diaspora’s Engagement with African Universities

The Multiple Waves of the African Academic Diaspora’s Engagement with African Universities

Designing and Engaging Support for Comprehensive Internationalisation: Case Studies from the University of Kent to Share Good Practice with Institutions in Uzbekistan

Internationalization in Higher Education, a Critical Review

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