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Open access

Lesley Wood, Ronald Barnett, and Penny Welch

Budd L. Hall and Rajesh Tandon (2021), Socially Responsible Higher Education: International Perspectives on Knowledge Democracy. Rotterdam, NL: Brill, 303pp., ISBN: 978-90-04-45907-6

Anke Schwittay (2021), Creative Universities: Reimagining Education for Global Challenges and Alternative Futures. Bristol: Bristol University Press, 200pp., ISBN: 978-1529213652

Catherine Bovill (2020) Co-creating Learning and Teaching: Towards Relational Pedagogy in Higher Education. St. Albans: Critical Publishing, 96pp., ISBN: 9781913063818

Free access

Penny Welch and Susan Wright

Welcome to this special themed issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences in which a set of authors from Ethiopia, China, Indonesia, Finland and South Korea explore the internationalisation of higher education from the periphery and another group from Italy, New Zealand, Australia and the UK analyse market-making in higher education institutions. The articles in this special issue represent some of the collaborative results from an ‘Initial Training Network’ project funded by the EU Marie Skłodowska-Curie programme that analysed ‘Universities in the Knowledge Economy’ (UNIKE) in Europe and the Asia-Pacific Rim.1

Open access

Chris van der Borgh

This article looks at the everyday security practices of local residents in violent local orders, where capacities and strategies of state and non-state armed actors to produce regularity and stability are weak and contested. It discusses the case of gang-controlled neighborhoods in the metropolitan area of Greater San Salvador, El Salvador, in the years 2017–2018, when security “provision” of armed state and nonstate actors was weak and contested, and as a result civilians mostly took care of themselves. The article analyzes the main characteristics of local violent orders, the insecurity experiences of local residents, and the everyday practices of local residents to deal with these circumstances. It argues that in neighborhoods where security provision by state and non-state actors is weak and contested, everyday security practices of local residents are key to understanding the functioning and reproduction of the local forms of “disordered order.

Open access

Everyone’s an artist?

Class, precarity, and the distribution of creative labor

Natalie Morningstar

This article examines the endurance of traditional class labels among precarious workers in post-recession Dublin. It argues that tensions remain between creatives and non-creatives due to: (1) divergent class concepts, (2) a lack of social engagement, and (3) unequal access to economic, social, and cultural capital, which creatives mobilize to protect some highly vocational artistic labor. It is thus not a shared experience of the same kind of precarious exploitation that unites the precariat but a trap held in common, whereby self-actualization through labor is construed as a route to freedom. Drawing on Karl Marx’s theory of emancipation, I suggest that attempts to redress precarization should focus on undermining this encroachment of work into life, which I argue results in exploitation and alienation for all precarious workers.

Open access

Nick Lewis, Susan Robertson, Miguel Antonio Lim, Janja Komljenovic, Chris Muellerleile, Cris Shore, and Tatyana Bajenova

Abstract

This collection of short essays presents and examines six vignettes of organisational change in British, New Zealand and European universities. Drawing on the social studies of economisation literature, formal research projects and auto-ethnographic insights, the authors detail profound changes in how knowledge is produced in universities. They examine policy documents, calculative techniques and management practices to illustrate how proliferating market rationalities, technologies and relations are reimagining university missions, reframing their practices and refashioning their subjects. Their vignettes demonstrate that market-making pressures are emerging from micro-scale socio-technical arrangements as well as altered funding models and external policy imperatives. They reveal the extent and detail of market-making pressures on academic practice in research and teaching. Finding ways to contest these pressures is imperative.

Open access

A mutable space

Identity in the ruins of a polyethnic town camp, Outback Australia

Alana Brekelmans

As that which troubles simplistic binaries, ruins provide an entry point for scholars to conceptualize time, space, and identity as multiple, fragmented, and mutable. Th is article contributes to these studies by interrogating Australian settler-colonial time-space narratives (chronotopes) of White dominance through engagement with counter-narratives of mutable materialities and identities. Through ethnography of a commemorative event in a rural Australian town, I show how peoples of mixed Aboriginal and Asian descent negotiated racialized ruins to reassert narrative agency. I argue narratives of identity—when reremembered through spatial understandings of multiple community membership, re-lived through embodied experiences, and re-collected through affective engagement with ruins—create a mutable space to disrupt settler-colonial chronotopes, revealing narratives of hybrid, polyethnic, and polyracial belongings in Australia.

Open access

Suvi Rautio

The shift in China’s national economy from industrial manufacturing to technology and IT has placed constraints on the lives of rural-to-urban male migrant workers from the lower social strata. As the pace of out-migration in China slows, male rural returnees are harnessing self-reliant masculinities to reclaim status and heighten a sense of collective pride in and affiliation with their natal village. Centering on two ethnographic case studies of Dong ethnic minority male rural returnees in the autonomous district of Guizhou Province, the analysis in this article contributes to critique on the recent unfolding of the state-led “crisis of masculinity” to highlight the wider socioeconomic conditions that continue to deepen the inequalities and felt anxieties of male rural returnees.

Open access

Peripheries within the higher education centres

Internationalisation experiences in Finland and UK

Sonja Trifuljesko and On Hee Choi

Abstract

To investigate how the process of peripheralisation usurps internationalisation experiences within the global higher education centres, this article draws on two separate case studies, one conducted in Finland and the other in the UK. In both contexts, Anglophone hegemony plays an important role, but in different manners. In the Finnish case, conflating internationalisation with Englishisation results in both domestic and international students and staff having to continuously grapple with language use in their daily lives. In the UK context, international students in English-speaking universities encounter asymmetric power relations with the locals, which they try to overcome through identity negotiation over digital and physical spaces. Both cases show that creating a liveable international university necessitates structural changes that would build on already existing agentic engagements of international students and staff.

Open access

Re-considering internationalisation from the periphery

Introduction to the two linked articles

Sintayehu Kassaye Alemu, Mei Qu, Zulfa Sakhiyya, Sonja Trifuljesko, and On Hee Choi

While there is little agreement about the definitions, theories and practices of internationalisation, they have one thing in common. They tend to originate from Europe and North America and primarily serve the interests of Anglo-American academia (Ivancheva and Syndicus 2019; Marginson 2016; Rhoades et al. 2019). These two articles take a different perspective. They look at internationalisation from two kinds of peripheries and consider the strategies that peripheralised countries and people are using to try and create a more balanced or equal relationship between local or national interests and those of universities in Europe and North America. The first article considers internationalisation from peripheral countries in sub-Saharan Africa, China and Indonesia and explores the strategies of regional cooperation, ‘balanced internationalisation’ and marketisation (respectively) that they are adopting to resist marginalisation and dependency. The second article is written from the perspective of international students who are peripheralised within their host university and country in Europe. It explores the dilemmas students encounter when trying to negotiate language politics and the use of social media in order to participate more fully in the university and society.

Open access

Sintayehu Kassaye Alemu, Mei Qu, and Zulfa Sakhiyya

Abstract

From the perspective of peripheralised countries, internationalisation is imbalanced and hegemonic, as it is predominantly constructed by universities in the Global North. We explore the imbalanced internationalisation from the cases of sub-Saharan Africa through the dominance of Western knowledge systems and brain drain; China through isolation and playing ‘catch up’; and Indonesia through the financial crisis, the bailout conditions of the International Monetary Fund and World Bank and marketisation. By taking the cases of sub-Sahara Africa, China and Indonesia, this article problematises the idea of internationalisation and argues that it further relegates universities from the peripheralised countries to the margin.