Rhetoric and the Global Turn in Higher Education

Minnix, Christopher

doi:10.1007/978-3-319-71725-8

Cited by 4 publications

(3 citation statements)

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“…Internationalization is often associated with the mobility of students, teachers, and other HEI staff [4]. Internationalization of the curriculum in higher education is of growing relevance [4,[19][20][21]. This standardization of higher education is intended both to facilitate a higher flux of students and to consolidate the process of HEIs' internationalization.…”

Section: Internationalizationmentioning

confidence: 99%

Cultural Dimension in Internationalization of the Curriculum in Higher Education

Sá¹,

Serpa

2020

Education Sciences

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Internationalization in higher education seems to be an unavoidable process, albeit temporarily limited by the COVID-19 (coronavirus disease of 2019) pandemic. Specifically, internationalization of the curriculum in the context of higher education is a dimension of this internationalization that is less valued in published studies. This paper, through critical reflection, sought to contribute to a deeper understanding of internationalization of the curriculum in higher education. The methodology used consisted of a bibliographic search in international databases, and the selected documents were analyzed using the content analysis technique. This analysis allowed concluding that internationalization of the curriculum in higher education is a complex process and involves several actors, with various challenges to be considered. For this process to be successful, it involves the ability to be attentive to the cultural multiplicity that will be experienced in classes where this internationalization of the curriculum exists.

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Section: Internationalizationmentioning

confidence: 99%

Cultural Dimension in Internationalization of the Curriculum in Higher Education

Sá¹,

Serpa

2020

Education Sciences

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“…Entrance into the academy requires both technical knowledge and the ability to deploy a shared disciplinary language, as well as certain performative capacities, including confidence in public speaking, asserting one's opinion boldly, a willingness to argue and debate, to think critically and often rapidly and to display mastery of the key issues in a field. These capacities, reflecting the long-standing legacy of rhetorical education in the contemporary academy, are a form of cultural capital particularly associated with middle-class private school education (Minnix, 2018). University culture can also bring expectations around, among other things, appropriate dress and speech forms (including in relation to regional accents and dialect forms), knowledge of and access to certain popular cultures (books read, music listened to, films watched), shared conventional beliefs and similar educational pathways and trajectories (Michell, Wilson and Archer, 2015;Wayne and Yao, 2016;Loughran, 2018; also, discussion arising from Barton on Twitter, 24 March 2021; O'Shea on Twitter, 28 April 2021).…”

Section: Finding Placementioning

confidence: 99%

Academic Emotions

Barclay

2021

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The University is an institution that disciplines the academic self. As such it produces both a particular emotional culture and, at times, the emotional suffering of those who find such disciplinary practices discomforting. Drawing on a rich array of writing about the modern academy by contemporary academics, this Element explores the emotional dynamics of the academy as a disciplining institution, the production of the academic self, and the role of emotion in negotiating power in the ivory tower. Using methodologies from the History of Emotion, it seeks to further our understanding of the relationship between the institution, emotion and the self.

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“…A third review presents Mirjana Želježič's critical account of the book Rhetoric and the Global Turn in Higher Education (Minnix, 2018), which is an extensive study of the role of rhetorical education within global higher education in the USA. The monograph is built upon an appreciation of a strong bond between rhetorical education and power relations, arguing against viewing (global) higher education as a neutral movement, but rather as a site of conflict between competing ideologies and political interests.…”

Section: Janja žMavc Plamen Mirazchiyskimentioning

confidence: 99%