Expressions of Interest (Edited collection) - SPRINGER
BORDERLANDS: THE INTERNATIONALISATION OF HIGHER EDUCATION TEACHING PRACTICES
Editors: Deborah Lock, Andrea Caputo, Paul Igwe, Dieu Hack-Polay
EOI Submission deadline: 30th September 2020
Expected publication: Spring 2022
The history of education is one of creating, sharing and exploiting knowledge. Through the practices of Socrates, St Paul and the scholars of the Indian Rigvedic era, the notion of a knowledgeable wanderer aka a mobile academic (White, 2017) who shapes and influences communities through teaching emerges. This wandering scholar becomes increasingly important as borders and boundaries become blurred and virtual citizenship starts to impact on ways of working. Being able to teach seamlessly across cultures and political divides will be critical to ensuring a thriving higher education sector. This book aims to capture the impact of academic mobility on the universality of teaching practices which have been informed by academics' original cultures being modified to align with those of a host culture. Irrespective of any underlying incentives or motives – intellectual, economic and or lifestyle (Kim, 2017; Florida, 2004), issues such entering existing communities of practice (Xiaoli et al, 2010), intellectual isolation (Pels, 2000), cultural dissonances and local-national geopolitical constraints can be an obstacle to effective acculturation and result in educational poverty in terms of compromised diversity and inclusivity.
About the collection
'Borderlands: The internationalisation of higher education teaching practices' is specifically aimed at researchers, practitioners and educationalists. It will consider how inclusivity, diversity, and cultural representation in the curriculum and classroom practices are explored through the eyes of the academics who negotiate complex teaching landscapes either on a temporary or permanent basis. The aspiration for universal nuanced teaching practices which reflect individual and national identities, along with global citizenship which spans geographical and political borders, is presented as a means to instil borderless higher education teaching practices.
Sections and potential sub-chapters
The book includes three thematic sections, in which we are seeking chapters under the broad headings listed below:
SECTION ONE: The Geopolitics of teaching identities
This section reflects on the role that inward and outward international academics play in contextualising learning within the classroom. It also explores the opportunities and challenges that influence the development of global teaching practices. Sub-themes include:
SECTION TWO: A sense of belonging and the lived experiences of academic nomad
In this section the lived experiences of staff who are engaged in overseas teaching on a temporary assignment basis are considered. This also includes flying faculty, and those staff on short-term international exchange programmes. It also considers how underlying power differences between academics from different cultures are presented in teaching practices. Potential themes include:
SECTION THREE: Academic transition, from migration to integration
Having considered the position of international academic mobility in terms of influence and impact on teaching practices in the host country alongside the nature of any relationships that are formed, this final thematic section focuses on the experience of academic staff who have made a permanent move. Issues such as the extent to which the expertise that international staff bring to the host academy is recognised and present in teaching practices is considered and questions about the nature of inclusivity in curriculum design are addressed. Potential sub-themes include:
SECTION FOUR: Governments, restrictive policies and academic immobility
This final chapter focuses on emerging policy and regulatory behaviours which restrict academic mobility and international cooperation and the impact these may have on higher education teaching practices.
Chapter format: 4,500 words maximum (including references) 2 diagrams, illustrations or tables per chapter
Please submit an expression of interest (EOI) that includes:
Please send chapter proposals and or manuscripts to all of the editors by noon (GMT) 30th September 2020:
Altbach, P.G., Reisberg, L. and Rumbley, L.E. (2009) Trends in global higher education: Tracking an academic revolution. UNESCO Conference on Higher Education. Available from https://unesdoc.unesco.org/ark:/48223/pf0000183168 (accessed June 2020)
Fernando, W.D.A., and Cohen, L. (2016) Exploring career advantages of highly skilled migrants: a study of Indian academics in the UK. International Journal of Human Resource Management. 27: 1277-1298
Florida, R. (2004) The rise of the creative class. New York: Basic Books
Kim, T. (2017) Academic mobility, transnational identity capital, and stratification under conditions of academic capitalism. High Education. 73:981–997
Lawson, C., Salter, A., Hughes, A. and Kitson, M. (2019) Citizens of somewhere: Examining the geography of foreign and native-born academics' engagement with external actors. Research Policy. 48: 759-774
Mason, C. and Rawlings-Sanaei, F. (2014) Academic migration, discipline knowledge and pedagogical practice. Voices from the Asia-Pacific. New York: Springer
Pels, D. (2000) The intellectual stranger. London: Routledge
Siekierski, P., Corriea Lima, M. and Mendes Borini, F. (2018) International Mobility of Academics: Brain Drain and Brain Gain. European Management Review. 15: 329-339
Thomson, P. (2014) Life as an international academic: It can mean feeling torn in two. The Guardian Newspaper Thursday 14th August.
Vandeyar, S., Vandeyar, T. and Wissing, A. (2019) Portrait of a female sojourner academic: reconstructing professional identity in a xenophobic context. African Identities. 17 (3-4): 225-240
White, D. (2017) Teacher of Nations. Ancient Traditions. Germany: De Gruyter
Xiaoli, J., Di Napoli, R., Borg, M., Maunder, R., Fry, H. and Walsh, E. (2010) Becoming and being an academic: the perspectives of Chinese staff in two research‐intensive UK universities. Studies in Higher Education. 35 (2): 2155–170