Beyond the Local-Global Binaries of Higher Education Internationalization in Post-Apartheid South Africa

Autor/in	Majee, Upenyu S.
Titel	Beyond the Local-Global Binaries of Higher Education Internationalization in Post-Apartheid South Africa
Quelle	In: Journal of Studies in International Education, 24 (2020) 1, S.131-147 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Majee, Upenyu S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315319889869
Schlagwörter	International Education; Higher Education; Racial Segregation; Social Change; Foreign Countries; Criticism; Global Approach; History; Ethnography; Educational Development; Developing Nations; Developed Nations; Institutional Mission; Competition; Educational Policy; Student Recruitment; Educational Change; Race; Justice; Public Policy; South Africa + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rassentrennung; Sozialer Wandel; Ausland; Kritik; Globales Denken; Geschichte; Geschichtsdarstellung; Ethnografie; Bildungsentwicklung; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Wettkampf; Politics of education; Bildungspolitik; Bildungsreform; Rasse; Abstammung; Gerechtigkeit; Öffentliche Ordnung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The article critiques the tendency in the field of international education to theorize internationalization around the impacts of and policy responses to globalization in local contexts. The central argument of the article is that South Africa's history and development prospects are so intricately bound up with those of its neighbors in the Southern African Development Community (SADC) region that it would be misleading for the country to be talked about in just national/local and global terms. To develop this argument on South Africa's roles and situation in a regionally interconnected context, I draw on insights from an institutional ethnography of a top-rated, historically White South African public university. While local-global discourses were institutionalized nationally and institutionally through policies for transformation and internationalization, the conspicuous absence of formal institutional structures for regionalization shows the limitations of local-global or global north-south dichotomies in analyzing structures that operate both above and below the level of the nation-state. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01