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1.
ABSTRACT

This paper looks at how cosmopolitanism is practised amongst Singaporeans who have experienced Singapore’s education reform in the 1990s. Cosmopolitanism in Singapore is tied to state-intervention with a national orientation. To complement Singapore’s push towards cosmopolitanism, the education reform in the 1990s promoted the idea of a national citizen with a global orientation. I looked at 40 Singaporeans born after the year 1990 to investigate cosmopolitan attitudes that have emerged from the tensions between cosmopolitanism and nationalism. To meet the state’s ideals of cosmopolitanism, these Singaporeans employed strategies to practice a particular form of cosmopolitan openness which prioritise national interests. Nationalism and cosmopolitanism co-exist in Singapore and share a dialectic relationship as I argue that these Singaporeans are global national citizens.  相似文献   

2.
ABSTRACT

This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argument, we review theories and critiques of cosmopolitan forms of global citizenship education deemed necessary to prepare young people for complex global social conditions. We discuss cosmopolitan principles on identity, values, and deliberation and draw on critical cosmopolitanism and Asian forms of cosmopolitanism to provide a discursive framework for analyzing curricular intentions in the two cases.  相似文献   

3.
ABSTRACT

The 2015–2016 South African higher education students’ movement proved historical for our country in bringing to our dinner tables: issues of higher education transformation and decolonisation; institutional culture(s); curriculum reform; the need to foreground and make inclusive assessment in education; the coloniality in our knowledge production, and more. Influenced by the emergence of the student movements and the critique they have brought to South African higher education, we bring to the fore the often silent critical reflections on the purposes of higher education in general, and in South Africa especially, as they relate to teaching and learning. We propose that the purposes of higher education in relation to teaching and learning ought to respond to (1) context, (2) democratic difference, and (3) cosmopolitan perspectives. We argue that discourses, phases and logics about South African higher education have tended to disregard and, at times, blur the context and differences as well as cosmopolitan perspectives. Using the notion of Ubuntu-Currere, we re-imagine how teaching and learning could respond to context, difference and cosmopolitanism with examples from the South African higher education experience.  相似文献   

4.
ABSTRACT

Cosmopolitanism and its application for education in western societies has been well examined. Yet cosmopolitanism in society and in education has not been systematically explored in many Asian societies. Facing a large number of people from diverse backgrounds, the society and its education system in Hong Kong are troubled by issues similar to those found in western postindustrial societies, related to cultural and national belonging and identity. Prejudice and racism towards ethnic minorities – particularly those from South Asia and Africa, is quite common. Additionally, animosity and hostility to mainland Chinese newcomers has increased and intensified in the context of Hong Kong’s “repoliticization” after its 1997 handover. This article aims to explore how cosmopolitanism is understood, valued, and approached in Hong Kong education. We start by exploring the role of decolonization and nationalization in political education in Hong Kong. We then discuss cosmopolitanism, and consider how it impacts particular social and educational issues in Hong Kong. We also provide an analysis of discourses on cosmopolitanism taken from Hong Kong General Studies and History textbooks, to identify challenges faced in facilitating cosmopolitan values, a balance of identities, and global citizenship in Hong Kong education.  相似文献   

5.
According to Self-Determination Theory (SDT), teacher motivation affects student motivation indirectly via teaching practices that support the satisfaction of students’ basic psychological needs, but studies have not shown evidence of this entire sequence. We tested the complete model: teacher motivation (autonomous, controlled, and amotivation) → perceived need-supportive practices (autonomy support, structure, and involvement) → student need satisfaction (autonomy, competence, and relatedness) → student motivation (autonomous, controlled, and amotivation) → student academic achievement. South Korean 5th and 6th graders (N = 697) and their 35 teachers participated in this study. A multi-level structural equation model showed evidence supporting: 1) a positive link between teacher and student autonomous motivation, and, 2) its mediation by student perceived need-supportive practices and student autonomy and competence. We discussed further conceptual and empirical consideration with the results..  相似文献   

6.
Stephanie K. Kim 《Compare》2016,46(1):116-135
Under the slogan of internationalisation, Korean universities have opened international colleges as a way to better attract and accommodate foreign students. However, due to a lack of foreign student recruiting capability, the majority of the students who enrol at one such international college are not foreign, but Korean. Contradictions arise when the English-language medium enforced by the foreign faculty members of the college conflicts with the linguistic practices of the mostly Korean student body. This article uses an international college in South Korea as a case study for the examination of the role of English on student life at Asian universities pursuing internationalisation strategies via the recruitment of foreign faculty members. Paradoxically, by establishing an international college that aggressively enforces the English language medium, the Korean university has created an environment where students avoid using English at all.  相似文献   

7.
Although student global competence has been recognized as an important learning outcome by more and more colleges and universities, campus internationalization efforts remain fragmented and largely ineffective. We proposed a pedagogical intervention that provided students from China and the U.S. with opportunities to establish virtual contact and to work collaboratively on international business related research papers. Then, we operationalized global competence as a three‐dimensional concept and designed an instrument to measure student global competence. The results provided some initial evidence on American students’ significantly lower performance in global knowledge and attitude, and confirmed the proposed pedagogical intervention as an easy‐to‐use and effective supplement to develop student global competence.  相似文献   

8.
This article provides a characterization of the internationalization of “global” European universities and discusses the role of the State in promoting greater internationalization and competitiveness levels of prominent national universities. The analysis supports previous arguments stating that global ranking of universities is strongly based on research, but reveals that the internationalization of research universities’ student population is also arranged to enhance research capacity. This finding is further reinforced by a positive association between the internationalization of the academic staff and the internationalization of the student population in one of those universities, being this association particularly strong with the doctoral student population. Finally, based on the analysis of two prominent national universities with different global competitiveness levels, we discuss the role of the State as a central supporter of these universities internationalization and global competitiveness arguing that public funding and support is critical if countries want to have national prominent universities competing at global level.
Hugo HortaEmail: Email:
  相似文献   

9.
ABSTRACT

As the world becomes more interconnected, educators have opportunities to collaborate across cultures. Using the theory of educational cosmopolitanism and the pedagogy of collaborative inquiry, this collective case study explores how Chinese and American teachers perceive the assets and challenges of conducting collaborative inquiry with their students across cultures, and how they collaboratively planned in order to conduct these inquiries. Results demonstrated both assets (i.e. promotion of global citizenship and interpersonal skills) and challenges (i.e. digital access and the need for sustainable external support). Additionally, results on how the teachers collaborated revealed the four dimensions of educational cosmopolitanism (i.e. hospitality, reflexivity, intercultural dialogue, and transactions of perspectives) were in play, although to varying degrees. The research sheds light on how educational cosmopolitanism holds promise as a potential theoretical lens for conducting collaborative inquiry with culturally and geographically diverse teachers and students.  相似文献   

10.
ABSTRACT

This article examines contributions to the ethic and practice of cosmopolitanism by Japanese educators Makiguchi Tsunesaburo, Toda Josei and, most significantly, Ikeda Daisaku. Collectively, they are “the philosophers of the Soka movement” that Rizvi and Choo refer to in their call for a special issue on “Asian cosmopolitanism.” The article advances understanding about the Soka movement for cosmopolitanism in two ways. First, it traces the genealogy and thought informing the Soka movement and then examines the substance of each progenitor’s contributions to cosmopolitanism from historical and linguistic perspectives. The author pays particular attention to the inclusion of courage and faith in Ikeda’s framework and also addresses important translational insights invisible to those not fluent in Japanese. Second, the author analyzes today’s Soka movement for cosmopolitanism in education and in the Soka Gakkai International. This section draws on Sato Masaru’s views of the Soka movement and presents concrete examples of how Ikeda’s perspective of global citizenship is understood and actualized curricularly in the U.S. context.  相似文献   

11.
ABSTRACT

Are intra-national student flows driven by the same forces as international student mobility? This paper addresses this question by analysing cross-border student mobility in the UK. The paper identifies four principles that one might expect to drive the destination choices of students from Scotland enrolling in English universities. Following a statistical analysis of student destination choices, it is argued that cross-border moves from Scotland to England are stimulated by some of the same global forces as international student mobility (such as a desire to accumulate cultural capital), but in terms of destination choice the imaginaries held by Scottish students of ‘good’ places to study in England to accumulate cultural capital are constructed differently from the imaginaries of international students.  相似文献   

12.
ABSTRACT

The international mobility of institutions, staff, students and knowledge resources such as books and study materials has usually been studied separately. This paper, for the first time, brings these different forms of knowledge mobilities together. Through a historical analysis of South African higher education alongside results from a quantitative survey of academic staff in three international branch campuses in South Africa, the paper suggests three things. First, it points to the importance of regional education hubs in the global South and their role in South–South staff and student mobilities. Second, it points to the importance of reading these mobilities as outcomes of historically attuned policymaking – educational, migratory and political. Finally, the paper points to the theoretical possibilities that arise by bringing institutional, staff, student and knowledge resource mobilities in place and suggests new avenues for further research.  相似文献   

13.
ABSTRACT

Colleges and universities must respond to competitive pressure in the marketplace by embracing the concept of quality as a marketing tool. Many colleges and universities have recently looked to the business arena and have adopted techniques, strategies, and the language of quality management.

This exploratory study focuses on the identification and evaluation of student perceptions of salient attributes. The findings suggest that standards of quality are difficult to establish, since evaluations of university performance are not consistent, even among an undergraduate student population.  相似文献   

14.
ABSTRACT

This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the prevalence of a neoliberal agenda and nationalist rhetoric in the global citizenship discourses in the textbooks. We discussed the extent to which themes for GCE including globalization, cultural diversity, peace, sustainability, and associated skills and dispositions were instrumental in perpetuating neoliberal economic values and nationalism while marginalizing social justice and multiculturalism in official textbooks.  相似文献   

15.
Abstract

This article examines the different writing practices carried out in Spanish universities and the methodology used to promote and teach the development of writing competences. The data in this study pertain to nine Spanish universities, 280 teachers and 1,044 undergraduate students from these universities. The data also refer to student and faculty perceptions of the importance attached to the writing process, the amount of time spent on it and the dimensions or aspects of the competence they consider the most important. Furthermore, the article examines the writing practices proposed by the teachers as well as the ones identified by and assigned to the students. On some of the variables, the results suggest opposing perceptions between the two groups and at the same time highlight differences depending on the fields of knowledge. This sheds light on different ways to include the writing process in university education.  相似文献   

16.
ABSTRACT

Higher education in the U.S. sees global learning as critical to student development. Over the last seventy years, study abroad has emerged as the method of choice for teaching global knowledge and intercultural competence. In this context, community-based global learning programs are a type of program where students live in communities to learn directly from people and place. Looking at a field studies program in Northern Thailand, this paper explores the educational mobility of study abroad and impact on host communities. It shares findings on the experiences of two communities who have hosted study abroad students for almost twenty years. Best practices and recommendations for faculty and institutions running community-based global learning programs are shared, including the centrality of community voice in curriculum, benefits of applying a range of pedagogical methods on course, the critical nature of adequately preparing students for cultural immersion, and compensating communities justly for their work.  相似文献   

17.
ABSTRACT

Australian universities generate substantial incomes from foreign students. Therefore, it is important to obtain information about these students to enable effective overseas marketing and delivery of services.

This study focused on Asian students, who tend to experience difficulty while studying in Australia, with an effective sample of 111 students being drawn from the three South Australian universities.

Reasons for studying in South Australia varied widely, with evidence of four distinct student segments, but no dominant selection criterion in any segment. Roughly one-quarter of respondents had experienced significant problems living in Australia, including communication, homesickness and loneliness. Significant variation was found with study-related difficulties, with four segments again being identified. Only 17% of respondents had experienced a range of serious study-related problems, including communication and pressure of work, but 40% had experienced serious problems involving fear of failure and expectations from home.

Respondents tended to evaluate university services as only moderately satisfactory.  相似文献   

18.
Abstract

Over the last decade, school-based professional learning communities (PLCs) have emerged as a key feature of the education system in South Korea. To understand this relatively new phenomenon in the context of South Korea, we provide a review of research on school-based PLCs in South Korea and an empirical analysis of the Teaching and Learning International Survey (TALIS) 2008 with a focus on school-based PLCs. Based on our findings from the literature review and analysis of the TALIS, we aim to provide a fuller picture of the emerging landscape of school-based PLCs in South Korean schools. In so doing, we focus on what constitutes school-based PLCs in South Korean schools and how they are similar to and/or different from their counterparts in other countries. Implications for policy, practice, and research are discussed.  相似文献   

19.
Abstract

This article explores the recent emergence of ‘working-class student officer’ roles in students’ unions associated with elite UK universities. These student representative roles are designed to represent the interests of working-class students within their universities and sit alongside student representatives for liberation groups and/or student communities. Based on interviews with postholders and using Bourdieu’s concepts of habitus and field and Reay’s applications of a ‘reflexive habitus’, I explore how these students have come to assert a public and political ‘working-class student’ identity within their universities. Their commentaries reveal the ‘makings of class’ in a context where students are very aware of claims for recognition and the ‘hidden injuries of class’ and offer an insight into how working-class students are finding new ways to navigate their classed identities in HE.  相似文献   

20.
Despite South Korea emerging as one of the new players in the international education market over the last decade, our knowledge of the extent of international students’ satisfaction studying in South Korean universities is modest. To fill this research gap, our study used 873 valid survey responses from international students originating from 69 countries studying at 62 Korean universities. An exploratory factor analysis was first used to extract a set of important factors from a number of variables. Then an ordered-logistic regression was conducted to identify factors influencing international students’ overall satisfaction. A number of recommendations and areas of intervention have been identified ranging from learning experience to living and support services. Equally important, this study confirms the validity of the hypothesis that international students from the East Asian cultural sphere attain more satisfaction than other international students who are more culturally dissimilar from members of the host population. The findings of this study contribute to the overall effort of raising student satisfaction and thereby supporting the enrollment of additional students and managing attrition and retention problems through continuous improvement.  相似文献   

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