In a shrinking world, in which a neo-liberal discourse has permeated sub-Saharan African higher education, critical reflection is required to assess the merits and demerits of globalisation. Research, intensive discussion and hearings conducted over a two-year period by the Task Force on Higher Education and Society, convened by the World Bank and United Nations Educational, Scientific, and Cultural Organization (UNESCO) for the purpose of exploring the future of higher education in the developing world, led to the conclusion that without more and better higher education, developing countries would find it increasingly difficult to benefit from the global knowledge economy. A decade later, we argue for a radical change in the traditional discourse on globalisation because of the emergence of countries such as China, South Africa, India, and Brazil as global players in the world economy. These emerging global powers, reframe the political and imperial philosophy at the epicentre of globalisation discourse – an economic creed, through their mutual consultation and coordination on significant political issues. Their economic and military capabilities enable them to influence the trade regime and thereby strengthen the voice of the developing world as a whole. In relation to this paper’s inquiry, the cooperation of these emerging powers gives the free enfranchised people of the world an opportunity to choose a different path of international relations (internationalisation) formed on more liberal lines, as opposed to the neo-liberal economic rationality of globalisation. This paper therefore examines globalisation and internationalisation of higher education in sub-Saharan Africa, a field in which increased knowledge production and distribution open up opportunities for users, institutions and societies. Against a background of chronic economic uncertainty we examine the influence of major international institutions on the direction of higher education, in particular teacher education. Drawing on relevant literature and our own experience, reflexively, we argue that the tendency, towards free market regulation ideologies, privileges neo-liberal global knowledge discourses, such that they impose on higher education a need to respond across a range of fields. Keywords : commodification, discourse practices, globalisation, global players, higher education, internationalisation, knowledge economies, marketisation, neo-liberalism, regulation ideologies, shrinking world, sub-Saharan Africa, teacher education

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Globalisation and the internationalisation of higher education in sub-Saharan Africa

This special issue features eight articles all exploring globally-engaged experiential learning opportunities available to youth and/or students in diverse contexts such as transnational learning/volunteer abroad programs and locally-based global engagement. The collection brings together academics and practitioners to consider the efficacy, assumptions and stakes of the rise of volunteer abroad programming, and the implications for student learning outcomes.

https://journals.sfu.ca/jgcee/index.php/jgcee/article/download/173/357

Introduction to Special Issue: The Practice, Politics and Possibilities for Globally Engaged Experiential Learning in Diverse Contexts

Law has traditionally viewed emotions as the enemies of rationality and reason, irrational and potentially dangerous forces which must be suppressed or disregarded. This separation and enmity has been mirrored within undergraduate legal education in England and Wales, with its rigid focus on seemingly impartial and objective analysis and notions such as the ubiquitous ‘thinking like a lawyer’. This paper will argue that attempts to disregard or suppress emotions within the law school are both misguided and destined to fail. It will explore the integral part emotions play within effective legal learning, the development of legal skills, and the well-being of both law students and legal academics. It will also consider how developments in legal scholarship and the evolving climate of higher education generally offer some potential, but also pitfalls, for the future acknowledgment and incorporation of emotions within undergraduate legal education in England and Wales. Bodies of literature relating to not only legal education, but also education generally, psychology and philosophy will be drawn on to demonstrate that emotions have a potentially transformative power within legal education, requiring them to be acknowledged and utilised within a more holistic, integrated form of law degree.

/pdf/transforming-legal-education-through-emotions-57o03ljvhg.pdf

Transforming legal education through emotions

Few studies have attended to the specific influence of neoliberalism on education for social justice, despite the complex ways in which the competing discourses of neoliberalism and social justice ...

Performance power: the impact of neoliberalism on social justice educators’ ways of speaking about their educational practice

This study explores leadership for social justice from the perspective of school principals who identify as having greater relative privilege than the students and families they serve. Furman’s (2012) Praxis-Dimension-Capacities Framework of leadership for social justice is used to explore the perspective of four white, middle-class, female school administrators, who identify as privileged in relation to the students, families and communities they serve and who identify as social justice leaders. In-depth interviews were conducted with four administrators in the Toronto District School Board to explore how this particular group of administrators understands and enacts the five dimensions presented in this framework.  Findings suggest that there are specific forms of reflection and action particular to this group such as the development of a multiple consciousnesses and a matchmaker identity. This study suggests that further exploration is required to explore how leaders with various and intersecting identities enact leadership for social justice, so that difference is centered in how we understand the possibilities and limitations of this work.

/pdf/leadership-for-social-justice-through-the-lens-of-self-oe3eaywqtm.pdf

Leadership for Social Justice through the Lens of Self- Identified, Racially and Other-Privileged Leaders

Canada is a country with ten provinces and three territories, each of which boasts its own set of unique characteristics. Education is constitutionally defined as a provincial responsibility. Although several federal government departments have some responsibilities in the area of education, there is no federal department of education. Thus, it is difficult to examine educational policy at a national level.

Neoliberalism versus social justice: A view from Canada

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Neoliberalism versus social justice: A view from Canada