Higher Education Knowledge Production in Postcolonial-Neoliberal Asia

2017 ◽  
pp. 51-71 ◽  
Author(s):  
Jae Park
Keyword(s):  
Higher Education ◽  
Knowledge Production

Internationalization in Higher Education in Russia: Challenges, Lessons and Prospects of Collaboration with Vietnam

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Natalia Kraevskaia
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Knowledge Production ◽  
Professional Training ◽  
National Interests ◽  
International Networks ◽  
International Dimension ◽  
Main Factors ◽  
Internationalization In Higher Education ◽  
New Strategies

The article addresses the needs of educational system in context of rapidly developing globalization and explores internationalization of higher education as one of the main factors which contributes to integration of international dimension to professional training at universities. Different components and strategies of internationalization, such as strong collaboration in teaching, internationalization of the curriculum, cooperation in researches and knowledge production, students and professors’ mobility, and participation in international networks are analyzed in connection to education reform in Russia. The article provides the comparison of internationalization policies in Russian and Vietnamese education systems, argues that innovations in higher education should be adjusted to the national interests, traditions and mentality and finally describes new strategies in collaboration of Russia and Vietnam in the field of education.  

scholarly journals Invisible Roots of Knowledge Production and their Role in Resistance to the Marketisation of Education

2020 ◽  
Vol 9 (1) ◽  
pp. 118-140
Author(s):  
Heather McKnight
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Trade Unions ◽  
Economic Status ◽  
Public Institution ◽  
Recent Book ◽  
Pension Scheme ◽  
The Public ◽  
The Commons ◽  
The University

Recent, highly visible, struggles in Higher Education in the UK, such as the pensions strike, have aimed to recast such protests as part of a bigger struggle to maintain the public university. Viewing the shared pension scheme as one of the last defining features of a public institution. However, Federici in her recent book Re-enchanting the World: Feminism and the Politics of the Commons warns us if we wish to change the university in line with the public construction of a ‘knowledge commons’ that there is a need to question “the material conditions of the production of the university, its history and its relation to the surrounding communities” (Federici, 2019) and not just the academics within it. There is a need to consider how debate on knowledge production is insulated from the invisible work that sustains academic life including cleaners, cafeteria workers and groundkeepers, as well as to consider the potential colonisation of land institutions are built upon (Federici, 2019). Narratives of resistance to marketisation in Higher Education, while well meaning, still create disproportionate invisibility on the grounds of gender, race and socio-economic status, ignoring the material and intellectual value of such contributions. This paper considers how Federici’s approach to the politics of the commons discredit, deconstruct and potentially transform approaches to resistance to marketisation in education. It argues that struggles against marketisation, or for academic freedom, should be seen in the broader scope of access to education for all, and a continuum of co-dependant knowledge production. It will consider how different structures of privilege and oppression structure what is represented, resisted and fought for within and by the institution. Issues that are seen as marginal or controversial can be avoided in increasingly legislated upon, and therefore risk averse, students’ unions and trade unions. Which in turn reproduces a student and staff body that similarly continue to propagate such damaging structures both within and out with the institution. A rethinking around who the knowledge producers are, can help us restructure the university as a commons that resists the violence of capitalist logic, rather than one that upholds it. Thus problematising and reconstructing how we view the idea of a future university commons, in a way that recognises intersectional oppression and a misuse of certain bodies as a commons in and off themselves.

scholarly journals Globalization of Higher Education: Notes about Economy, Knowledge Production and Impacts on Civil Society

OALib ◽  
2019 ◽  
Vol 06 (11) ◽  
pp. 1-17
Author(s):  
Joao Dos Reis Silva Júnior ◽  
Everton Henrique Eleuterio Fargoni
Keyword(s):  
Higher Education ◽  
Civil Society ◽  
Knowledge Production

scholarly journals Centering the Margins: Knowledge Production in the Introductory Archaeology Course

2020 ◽  
Author(s):  
Kylie Quave ◽  
Shannon Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Knowledge Production ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Course Structure ◽  
Student Reflection ◽  
The Past ◽  
The Us ◽  
Full Picture

Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

Scholarly publication of Brazilian researchers across disciplinary communities

2021 ◽  
Vol 2 (1) ◽  
pp. 5-29
Author(s):  
Laura Baumvol ◽  
Simone Sarmento ◽  
Ana Beatriz Arêas da Luz Fontes
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Research Funding ◽  
First Language ◽  
Multiple Factors ◽  
Language Choices ◽  
Frequent Use ◽  
Global Arena ◽  
Multilingual Scholars ◽  
Research Grant

Abstract This paper examines the context of scholarly knowledge production and dissemination in Brazil by comparing the publishing practices in both Portuguese and in English of Brazilian scholars who hold a research grant, across eight fields of knowledge. Data consists of 1,874 Curricula Vitae and the analysis focused on the language, number, and genres of publications over a three-year period (2014 to 2016). The study revealed a clear contrast regarding the more frequent use of English by researchers in the ‘harder’ sciences and the preference for Portuguese by those in the ‘softer’ sciences. The results also suggested an interconnection in which scholars who published the most tended to adopt English. Multiple factors involved in the genre and language choices made by academics were analysed, such as characteristics of the work produced by each disciplinary community, the audience of the research, the type of language used, and the need to obtain research funding. This investigation can potentially inform policies and investments in Brazilian higher education and research to provide continued support specific to the needs of different disciplinary communities, as well as foster the inclusion of multilingual scholars who do not have English as their first language in the global arena of knowledge production and dissemination.

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