Re‐orienting internationalisation in African higher education

Singh, Mala

doi:10.1080/14767721003780439

Cited by 21 publications

(24 citation statements)

References 15 publications

(11 reference statements)

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“…With the necessity of internationalisation hardly questioned, much of the literature is preoccupied with best practices of internationalisation (Hudzik 2015). While there is a growing recognition of the downsides of internationalisation (Larsen 2016), mainly scholars, who write from within postcolonial contexts, critically question the very logic of internationalisation (Jowi 2012;Maringe, Foskett, and Woodfield 2013;Singh 2010;Maringe 2017). Worldwide-operative discourses, approaches, and frames of reference for internationalisation privilege the needs and realities of universities in wealthy, industrialised countries in North America, Europe, and Asia.…”

Section: Discussionmentioning

confidence: 99%

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

Majee

Ress

2018

Compare: A Journal of Comparative and International Education

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Internationalisation of higher education has mostly been theorised from a Euro-American perspective, taking less into account how legacies of colonial expansion impose unique demands on universities. This article highlights the tensions that arise when universities must respond simultaneously to transnational pressures for internationalisation and local demands for racial justice. Drawing on insights from two qualitative case studies at public universities in South Africa and Brazil, it is argued that the inbound mobility of regional students serves the instrumental purpose of holding together these conflicting imperatives at the level of the individual institution without fully accounting for international students in institutional discourses, policies and structures.

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Section: Discussionmentioning

confidence: 99%

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

Majee

Ress

2018

Compare: A Journal of Comparative and International Education

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“…Although activities such as development cooperation, international academic agreements, and student mobility were discussed in terms of, for example, “international cooperation,” “international relations,” and “international education,” 40 years ago, these different activities are now seen as aspects of internationalisation of higher education (Teferra & Knight, ). More broadly, there are a number of studies concerning the international dimension of higher education in Africa (Ogachi, ; Oyewole, ), some employing a critical, postcolonial approach that shows how coloniality can reproduce itself through internationalisation (Johnson & Hirt, ; Singh, ). None of these studies mentioned here focus on access to materiality in their analysis of capacity building projects.…”

Section: Danida‐funded Research Capacity‐building Projectsmentioning

confidence: 99%

“…In this way, Senegal became a more independent knowledge producer (using de Certaines' terminology), and at the same time, CSE also has become an important organisation worldwide, as the story below shows. However, using the critique of postcolonial scholars (e.g., Singh, ), the story can also be interpreted in another way. From this perspective, it could be argued that establishing laboratories and equipping them with software customised for the Global South will not change the fact that capacity building projects are based on Western knowledge and epistemologies, which the quotations from some of the Ghanaian researchers also reveal.…”

Section: Materiality and Mobility In Danida‐funded Capacity Building mentioning

confidence: 99%

Materialities and mobilities in transnational capacity building projects: Uneven geographies of knowledge production

Adriansen

2019

Population Space and Place

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This paper analyses so-called capacity building projects in African universities in relation to mobility and access to materiality. Capacity-building projects are typically framed as transnational projects funded by a donor in the Global North, targeting researchers in the Global South. Inevitably, these projects are embedded in various types of coloniality, which the "capacity building" discourse itself shows. During and after colonialism, uneven access to libraries and laboratories gave rise to mobility, that is, scholars travelling to the Global North to get access to materialities necessary for knowledge production. Through analyses of Danish capacity building projects aimed at relocating materialities for knowledge production to West Africa, I show how local access to materialities can enable more "independent" knowledge production. However, this mobility of materialities has not reduced academic mobility.Despite increased accessibility of scientific knowledges and its materialities in the peripheries of (hegemonic) Anglo-American knowledge centres, the "competition fetish" (Naidoo, 2018) and demands for internationalisation mean that mobility to these knowledge centres still play an important role for many African scholars.

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“…The World University Rankings, for example, now includes 'International Outlook' among its criteria for ranking universities with one of the key indicators being 'international collaboration' (Times Higher Education, 2016). Consequently, there has been an increase in international research collaborations and partnerships, many which cross North-South divides (Kot, 2016;Singh, 2010). Indeed, as Sutton, Egginton and Favela (2012) assert, institutional partnerships have emerged as the "defining characteristic of academic internationalization" over the past two decades (147).…”

Section: Introductionmentioning

confidence: 99%

Social Capital in Higher Education Partnerships: A Case Study of the Canada–Cuba University Partnership

Larsen

Tascón

2018

High Educ Policy

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This article reports on the findings of a case study about the Canada-Cuba University Partnership (CCUP), a teaching, research and service partnership between individuals associated with a Canadian and Cuban University. The research question guiding the study was: "How do the relationships among individuals in the CCUP shape the partnership?" Our review of existing literature on higher education partnerships reveals the lack of literature focusing on the relationships among individual partnership members. Our study is framed by social capital as our theoretical approach and social network analysis as our methodological approach. These approaches enable us to map out the connections between and among individuals and show the importance of their relationships. We analyze the partnership focusing on social capital, highlighting the mutually-beneficial activities and the role of central actors in the network who contributed to the formation of the partnership and the long-lasting relationships among academics in both countries. Relationships in the CCUP are characterized by mutuality, solidarity, strong and thick ties. The argument we advance is that understanding the collaborative relationships among members of higher education partnerships and the productive capacities of those relationships through the enactment of social capital provides insights into how sustainable and successful partnerships work.

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Re‐orienting internationalisation in African higher education

Cited by 21 publications

References 15 publications

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

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

Materialities and mobilities in transnational capacity building projects: Uneven geographies of knowledge production

Social Capital in Higher Education Partnerships: A Case Study of the Canada–Cuba University Partnership

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