Engaged pedagogy and responsibility: A postcolonial analysis of international students

Abstract

Abstract:This paper responds to increasing discussions about responsibility within geography by exploring some of the spatialities imbued in thinking responsibly about internationalisation in the UK Higher Education system, and it uses the over-determined categorisation of the international student as a way in to this exploration. Although international students have been considered from the viewpoint of migration studies, global education studies and critical pedagogical studies, this paper attempts a postcolonial analysis of international students, to consider what forms of pedagogic responsibility are called forth through this framework.Building on bell hooks' call for an 'engaged pedagogy', this paper shows that routing care and responsibility through postcolonial geographies incites a more sharply demanding political praxis.

The Teaching Excellence Framework in the United Kingdom: An Opportunity to Include International Students as “Equals”?

“…As policy discourse engenders particular behaviours at universities, and when underpinned by a reductionist view on international students as economic objects and the 'other' it undermines more respectful relationships in the classroom (Madge et al, 2009), it can also have a positive effect on the marginalisation cycle and has the potential to transform the nature of current relationship with international students into more critical ones. This will happen if the rhetoric surrounding international students that travels from policy to universities is changed (Knight, 2004;Teichler, 2004).…”

Discusión sobre Políticas de Internacionalización en la Educación Superior: análisis de citas

“…Muy relacionados temáticamente al clúster anterior están otro grupo de trabajos que abordan aspectos sociales y políticos de la movilidad internacional y migraciones, además de discusiones sobre 'fuga' y 'circulación' de cerebros. Por ejemplo, el impacto de las políticas de inmigración sobre la movilidad internacional (TREMBLAY, 2005), los factores que impulsan o frenan la movilidad (WATERS, 2006), las motivaciones de los estudiantes internacionales para seleccionar sus destinos (MADGE; RAGHURAM; NOXOLO, 2009;SALISBURY et al, 2009), entre otros. En estos grupos predominan estudios de casos enfocados en estudiantes asiáticos y sus experiencias en países de cultura occidental.…”

Knowledge nodes and international networks of connection: representations of private philanthropy by elite higher education institutions

“…More recently, Jazeel and McFarlane have used a postcolonial lens to explore the relations between 'disparate cultures of knowledge production' highlighting the ethics, politics and limitations of conducting academic research across the North-South divide, and arguing for a 'more considered engagement with the concepts of responsibility and learning' whilst avoiding the reduction of people, places or communities to 'mere "case studies" in pursuit of a (de)contextualised theoretical project ' (2007: 781, 783; 2010). Within the social and cultural geographies of education, this notion of 'responsibility' across the global North and South has been specifically deployed to investigate the transformative experiences of 'international' students in their host country (Madge et al, 2009) and to unpack the 'embodied' writing practices of a postcolonial scholar based in a university in the global North (Noxolo, 2009).…”