Conclusion: Taking Educational Equality Across National Borders

Tannock, Stuart

doi:10.1007/978-3-319-76381-1_9

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…Questions about justice and equality have been addressed from time to time in the international higher education literature, often in studies about policies. Scholars like Enslin and Hedge (2008) and more recently Tannock (2013, 2018) have converged on questioning what the commodification of ISM in Western HE landscape has meant for social justice and educational equality. Arguing that education is a global public good in a globalized world, Enslin and Hedge (2008) maintain that treating international students as cash cows and outsiders goes against the principles of global justice and educational equality—values which many Western HEIs claim to subscribe to.…”

Section: Elements Of a Framework For Ism Ethics And Politics: Key Actmentioning

confidence: 99%

Toward a Framework for (Re)Thinking the Ethics and Politics of International Student Mobility

Yang

2019

Journal of Studies in International Education

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In recent years, scholarship on international student mobility (ISM) has proliferated across various social science disciplines. Of late, an interest in the ethics and politics of ISM seems to be emerging, as more scholars begin to consider critically questions about rights, responsibility, justice, equality, and so forth that inhere in the thorny relationships between ISM stakeholders. To date, however, these discussions remain largely scattered. Bringing together these scattered conversations in literature, this article outlines elements of a framework for (re)thinking the ethics and politics of ISM. The proposed framework identifies eight key ISM actors between whom various ethical and political relationships arise, where these relationships range from the social to the institutional. Furthermore, the framework discusses four sets of concepts from the literature deemed pertinent in thinking further about ISM ethics and politics. This proposed framework is aimed at stimulating further conversations and efforts to make ISM more socially equitable and sustainable.

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Section: Elements Of a Framework For Ism Ethics And Politics: Key Actmentioning

confidence: 99%

Toward a Framework for (Re)Thinking the Ethics and Politics of International Student Mobility

Yang

2019

Journal of Studies in International Education

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“…Th ey specifi cally justify this ambition by saying that 'international students bring important revenue to the UK higher education sector and to the UK economy' (11). Th is narrative has been identifi ed on both the national scale in the UK ( Lomer, Papatsiba and Naidoo, 2018 ;Tannock, 2018 ), Australia ( Robertson, 2011 ) and the United States ( Choudaha, 2017 ). On the institutional level, Cantwell's (2019) research on international undergraduates' tuition revenue among some US colleges and universities indicates that tuition revenues diff er within and between those higher education institutions (HEIs) that can attract many international students and those that do not have the visibility to do so.…”

Section: Contextmentioning

confidence: 99%

The Economics, Ethics and Discourse of Recruiting International Students

Lomer¹

2022

Contextualizing English for Academic Purposes in Higher Education

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Bruce, & B. Bond (Eds.), Contextualizing English for Academic Purposes in Higher Education : Politics,. (New Perspectives for English for Academic Purposes). Bloomsbury Academic. https://www-bloomsburycollections-com.manchester.idm.oclc.org/book/contextualizing-english-for-academicpurposes-in-higher-education-politics-policies-and-practices/ch3-the-economics-ethics-and-discourse-of-recruitinginternational-students

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International students and the politics of vulnerability

Deuchar

2022

jis

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A significant about of educational research has foregrounded the challenges international students face while living learning abroad. While “challenge centric” research has been productive for highlighting the needs of international students, it has tended to reify international students as a vulnerable group in need of intervention. This approach has often downplayed international students’ agency and has not fully moved beyond the boundaries of deficit thinking. This article discusses the implications of framing international students as a vulnerable group before offering some conceptual starting points that might orient future research in more productive directions. It suggests that foregrounding the agency of international students offers a promising mode of reanimating research, and briefly discusses the methodological, conceptual, and political implications of doing so.

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Conclusion: Taking Educational Equality Across National Borders

Cited by 3 publications

References 22 publications

Toward a Framework for (Re)Thinking the Ethics and Politics of International Student Mobility

Toward a Framework for (Re)Thinking the Ethics and Politics of International Student Mobility

The Economics, Ethics and Discourse of Recruiting International Students

International students and the politics of vulnerability

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