"To Educate and Liberate?" Moving from Coloniality to Postcoloniality in the International Branch Campus Model

Autor/in	Clarke, Lauren
Titel	"To Educate and Liberate?" Moving from Coloniality to Postcoloniality in the International Branch Campus Model
Quelle	In: Journal of Comparative and International Higher Education, 13 (2021) 5, S.15-35 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Higher Education; Intercultural Programs; International Programs; Postcolonialism; International Cooperation; Beliefs; Foreign Policy; Foreign Countries; Global Approach; Cultural Influences; Indigenous Populations; Access to Education; Socioeconomic Status; Social Bias; Language of Instruction; Governance; Curriculum; Social Theories; Educational Policy; Indigenous Knowledge + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Post colonialism; Postkolonialismus; Internationale Kooperation; Internationale Zusammenarbeit; Belief; Glaube; Außenpolitik; Ausland; Globales Denken; Cultural influence; Kultureinfluss; Sinti und Roma; Education; Access; Bildung; Zugang; Bildungszugang; Socio-economic status; Sozioökonomischer Status; Teaching language; Unterrichtssprache; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Curricula; Lehrplan; Rahmenplan; Gesellschaftstheorie; Politics of education
Abstract	The international branch campus is a model of transnational higher education that establishes institutional outposts abroad to expand student access, collaborative research, language proficiency, and recognized degree programs to participants. The growing body of literature on IBCs presents this phenomenon as an exercise in intercultural managerial effectiveness, which overlooks its role in the perpetuation of colonial constructs, narratives, and practices. This article critiques the impact of IBCs on host cultures through postcolonial and decolonial theory, asserting that meaningful transnational collaborations are predicated on dismantling hegemonic belief systems, as well as structural legacies of colonial relations. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01