The internationalisation agenda: a critical examination of internationalisation strategies in public universities in Ghana     

Gifty Oforiwaa Gyamera 《International Studies in Sociology of Education》2015,25(2):112-131

Recently, various strategies have been adopted and adapted by universities in Ghana to re/position themselves in the international arena. Utilising postcolonial and neoliberal theories, this paper critically examines the internationalisation strategies of three public universities in Ghana. Although all the universities have adopted strategies to position themselves internationally, the rates at which these strategies have been introduced differ from one university to the other. Various factors including location, size, age and infrastructural strength influence the rate of involvement. It is argued that the strategies adopted by the universities appear to be embedded in postcolonialism and economic rationales based mainly on neoliberal economic thinking, which sees higher education as a quasi market place where knowledge is bought and sold. The paper argues that universities need to adopt strategies that are proactive and that promote alternative notions of internationalisation in ways that challenge the status quo.  相似文献   

Neoliberalism and curriculum in higher education: a post-colonial analyses     

Gifty Oforiwaa Gyamera  Penny Jane Burke 《Teaching in Higher Education》2018,23(4):450-467

In an era of internationalisation and globalisation, neoliberal agendas have now become important aspects of many institutional and national governments’ higher education policy. A major aspect of these neoliberal agendas is their impact on the curriculum. This paper critically examines the impact of neoliberal agendas on curriculum through a postcolonial and decolonising lens, drawing on research conducted in the African context to illuminate the theoretical analysis presented. Drawing on 48 semi-structured interviews and documentary analyses across three public universities in Ghana, we examine the relationship between neoliberal agendas, neo-colonialism and curriculum imperatives in African higher education. The analysis illuminates the ways that hegemonic discourses connected to neoliberal agendas re-privilege Western-oriented values and perspectives and impact the curriculum changes in African higher education institutions.  相似文献   

Education and social justice in the era of globalization: perspectives from India and the UK     

Gifty Oforiwaa Gyamera 《教育政策杂志》2013,28(4):536-537

  相似文献   

Education,democracy and development: does education contribute to democratization in developing countries?     

Gifty Oforiwaa Gyamera 《教育政策杂志》2014,29(3):421-422

  相似文献   

The Internationalisation Agenda: a critical look at the conceptualisation and rationalisation of internationalisation in public universities in Ghana     

Gifty Oforiwaa Gyamera 《Compare》2019,49(6):924-942

Abstract

Using postcolonial theory, this paper discusses the conceptualisation and rationalisation of internationalisation in some universities in Ghana. The paper is based on a study conducted to critically examine internationalisation in three public Ghanaian universities. It is argued that although internationalisation is a major concept at the universities, there are different nuances in how it is perceived and conceptualised there. There are also differences in its rationalisation. These different nuances are presented as internationalisation models at the universities. This paper argues for the need of a critical debate of internationalisation, one that is not perceived in the dominant neoliberal way but that emphasises diversity, and that is defined to suit the specific context of Ghana.  相似文献