From Human Capital to Marginalized Other: A Systematic Review of Diaspora and Internationalization in Higher Education

Autor/in	Bamberger, Annette
Titel	From Human Capital to Marginalized Other: A Systematic Review of Diaspora and Internationalization in Higher Education
Quelle	In: British Journal of Educational Studies, 70 (2022) 3, S.363-385 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bamberger, Annette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2021.1925084
Schlagwörter	Immigrants; Higher Education; International Education; Student Mobility; Correlation; Self Concept; Ethnicity; Religion; Disadvantaged; Human Capital; Scholarship; Global Approach; Citizenship; Universities + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Korrelation; Selbstkonzept; Ethnizität; Humankapital; Scholarships; Stipendium; Globales Denken; Staatsbürgerschaft; University; Universität
Abstract	The proliferation of diasporas has influenced the nature of internationalization in many higher education (HE) systems and institutions, especially in terms of academic and student mobility/migration. Through a systematic review of the academic literature, I critically analyze the widespread uses of and approaches to 'diaspora' in HE research and its relationship to internationalization. I identify two major areas of studies and corresponding approaches to diaspora: one which frames diaspora as human capital and focusses on the role of the state; and the other which frames diaspora as marginalized other and social construct. I argue that 'diaspora' in HE studies tends to be ambiguous, under-defined, under-theorized, and fragmented. I further argue that it is loosely connected to internationalization discourses, despite its clear connections. I posit that this is because 'internationalization' is associated with humanitarianism, cosmopolitanism, global citizenship and the de-centering of states, nations, ethnicities, religions, and particularistic identities. Diaspora is often associated with these latter categories and thus, is shunned. I conclude by suggesting that the blending of (often conflictual) ideas, intentions, values and identities is precisely what diaspora engages in and that the conditions of our increasingly mobile and (inter)connected world necessitate a (re)thinking of diaspora in HE scholarship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01