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International Education and Global Public Goods

International Education and Global Public Goods The worst of the covid-19 pandemic has passed and countries are beginning to open up borders and encourage international students to return. It is clear that international education has largely been determined by the Anglophone countries (US, UK, Canada, Australia, NZ) that endorse a form of economic globalization that concentrates rather than redistributing the resulting wealth, knowledge and power. We might argue the Anglophone conglomeration (ac) is essentially a neoliberal postcolonial formation bound together through British and American liberal ideals and colonial histories. As Wei Liu (2021) reminding us that globalization is not a neutral force, argues ‘The internationalisation strategies adopted in the western centres have typically not aimed to reverse the trends of economic globalisation, but to capitalise on them.’ International education should be something more than an instrument of economic rationality aimed at increasing a country’s competitiveness. Internationalisation strategies should aim to be ‘more mindful, idealistic and transformative’ designed to tackle the crushing problems of inequality caused by neoliberal economic globalisation and committed to ‘educating our next generation of global citizens who are conscious of the unjust world conditions we live in and are committed to working towards change’ (Wei Liu, 2021). The neoliberal approach to internationalization http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Beijing International Review of Education Brill

International Education and Global Public Goods

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References (4)

Publisher
Brill
Copyright
Copyright © Koninklijke Brill NV, Leiden, The Netherlands
ISSN
2590-2547
eISSN
2590-2539
DOI
10.1163/25902539-04040001
Publisher site
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Abstract

The worst of the covid-19 pandemic has passed and countries are beginning to open up borders and encourage international students to return. It is clear that international education has largely been determined by the Anglophone countries (US, UK, Canada, Australia, NZ) that endorse a form of economic globalization that concentrates rather than redistributing the resulting wealth, knowledge and power. We might argue the Anglophone conglomeration (ac) is essentially a neoliberal postcolonial formation bound together through British and American liberal ideals and colonial histories. As Wei Liu (2021) reminding us that globalization is not a neutral force, argues ‘The internationalisation strategies adopted in the western centres have typically not aimed to reverse the trends of economic globalisation, but to capitalise on them.’ International education should be something more than an instrument of economic rationality aimed at increasing a country’s competitiveness. Internationalisation strategies should aim to be ‘more mindful, idealistic and transformative’ designed to tackle the crushing problems of inequality caused by neoliberal economic globalisation and committed to ‘educating our next generation of global citizens who are conscious of the unjust world conditions we live in and are committed to working towards change’ (Wei Liu, 2021). The neoliberal approach to internationalization

Journal

Beijing International Review of Education – Brill

Published: Mar 3, 2023

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