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This volume investigates how international students in and from the
Middle East are constructed by nations, institutions, other
students, and themselves. Making a valuable contribution to
understanding the nuances and complexities of educational politics
and priorities affecting these constructions, the text considers
the broader impacts of discourse on internationalisation. Offering
a unique combination of critical analysis of educational policies
combined with empirical contributions through authors’ own
research, chapters highlight intersections between politics, the
internationalisation of higher education, and the construction of
mobile learners. Emphasising variation and nuance in the
internationalisation of policies in the Gulf Cooperation Countries,
and other Middle Eastern countries, the volume offers a theoretical
framework to help understand the political, educational, and
ethical implications of emerging constructions of international
students and their comparison across the Middle East. This timely
volume will benefit researchers, academics, and educators with an
interest in higher education, international and comparative
education, as well as the Middle East more specifically. Those
involved with educational education policy and politics,
specifically related to the Middle East, will also benefit from
this volume.
This volume investigates how international students in and from the
Middle East are constructed by nations, institutions, other
students, and themselves. Making a valuable contribution to
understanding the nuances and complexities of educational politics
and priorities affecting these constructions, the text considers
the broader impacts of discourse on internationalisation. Offering
a unique combination of critical analysis of educational policies
combined with empirical contributions through authors' own
research, chapters highlight intersections between politics, the
internationalisation of higher education, and the construction of
mobile learners. Emphasising variation and nuance in the
internationalisation of policies in the Gulf Cooperation Countries,
and other Middle Eastern countries, the volume offers a theoretical
framework to help understand the political, educational, and
ethical implications of emerging constructions of international
students and their comparison across the Middle East. This timely
volume will benefit researchers, academics, and educators with an
interest in higher education, international and comparative
education, as well as the Middle East more specifically. Those
involved with educational education policy and politics,
specifically related to the Middle East, will also benefit from
this volume.
The chapters in this book highlight the possibilities and
complexities of putting decolonial theory to work in higher
education in Northern and Southern contexts across the globe. This
book looks at decolonial work as praxis involving transformation at
a range of levels from theoretical development, national policy,
institutional policy and culture, academic discipline, programme,
course, classroom, student and the self. Our authors argue that
praxis in their contexts includes working at institutional level to
undo the historical power of ‘coloniality’ in universities in
the metropoles, introducing Indigenous knowledges into curricula
and undoing the effects of ‘coloniality’ in embodiment,
temporality and whiteness. We, as editors, argue for the need for
transformation of the self as well as structures, and highlight
qualities such as reflexivity on our own entanglements with
coloniality, and why they occur, in this undoing. The approach
offered in this book emphasises the connection between significant
personal change as a pre-condition and an epistemological process
to connect critical decolonial theory and our teaching practice.
The book was originally published as a special issue of the journal
Teaching in Higher Education.
This book examines the Teaching Excellence Framework, and how this
and various other educational policies create conditions for the
exclusion of cross-border learners. As universities become
increasingly globalised and seek to recruit international students,
this volume explores how the TEF can shape attitudes towards
international students in UK universities, with particular regard
to how current metrics may cause damage not only to the students
but the universities that receive them. However, the author
examines how the TEF and its equivalent could in fact foster and
sustain the realisation of international students as democratic
equals in university classrooms. Divided into three parts, this
book begins to theorise the philosophical basis for a TEF ranking
that could create an alternative system - in doing so, helping home
students access benefits arising from internationalisation. This
pioneering book is a call to action for broader institutional
epistemic justice, and will appeal to students and scholars of
international students, the TEF and teaching excellence policies
more generally.
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