Excluding knowledge: Internationalization between usefulness and ethics
Nøgleord:
internationalization, sociology of knowledge, marketization, higher education, Bourdieu, LCTSynopsis
“Internationalization and social practice in the field of higher education in Denmark”As part of a larger project, the set task of the thesis is to explore recognition, acknowledgement and negotiation of knowledge in the international classroom. The project the thesis is part of, “Internationalization and social practice in the field of higher education in Denmark” aims to explore internationalization at Aarhus University as multifaceted and multilevel practices. The larger project draws upon data from five different international programs and combines survey data, observations, interviews and policy research. Besides my project, the larger project researches internationalization history and policy in Denmark, lecturers’ perceptions of international students and pedagogy in the international classroom, and a prosopography of students attending international education in Aarhus. Mythesis focuses particularly on three of the five international master programs.The programs have been selected to cover different disciplines and different approaches to internationalization. Data has been produced through non-participant observations of classroom interactions and semi-structured interviewswith students from the three programs. In the analysis, results from other projects are also included to describe how knowledge-encounters unfold in the international classroom.The project was funded by the Danish Research Council, FKK. I thank FKK for the funding. I also thank all the students and lecturers who agreed to participate in the project and who have been very generous with their time, information, and insights into moments that are valuable to the research, but on occasions very sensitive to the participants
Referencer
Aarhus University. staff.au.dk. Retrieved 04.05 from http://pure.au.dk/portal/en/persons/lauritz-b-holmnielsen(e59c05f8-fc79-4657-8ad4-2ac1d6f5f814)/cv.html?id=32505618
Aarhus University. (2009). Internationalisation Strategy 2009-2013.
Aarhus University. (2011). Master's degree programmes - study guide 2012. In. Aarhus.
Adorno, T. W. (2009). Questions on intellectual emigration. Social Text, 27.
Aktas, F., Pitts, K., Richards, J. C., & Silova, I. (2017). Institutionalizing Global Citizenship: A Critical Analysis of Higher Education Programs and Curricula. Journal of Studies in International Education, 21(1), 65-80.Altbach, P., & de Wit, H. (2015). Internationalization and Global Tension: Lessons from history. Journal of Studies in International Education, 19(1), 4-10.
Altbach, P. G. (2004). Globalization and the University: Myths and realities in an unequal world. Tertiary Education and Management, 2(1), 83-110.
Andersen, H. L., & Jacobsen, J. C. (2012). Indledning: Globalisering og kvalitet i uddannelserne. In H. L. Andersen & J. C. Jacobsen (Eds.), Uddannelseskvalitet i en globaliseret verden - Vidensøkonomiens indtog i de videregående uddannelser. Samfundslitteratur.
Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. University of Minnesota Press.
Arambewela, R. (2010). Student experience in the globalized Higher Education market: Challenges and Research Imperatives. In F. Maringe & N. Foskett (Eds.), Globalization and internationalization in Higher Education: Theoretical, strategic and management perspectives (pp. 155-173). Continuum Publishing.
Barnett, G. A., Lee, M., Jiang, K., & Park, H. W. (2016). The flow of international students from a macro perspective: A network analysis. Compare: A Journal of Comparative and International Education, 46(4).
Barnett, R. (2012). Liquid Knowledge, Liquid Universities. In P. Temple (Ed.), Universities in the Knowledge Economy: Higher Education Organization and Global Change. Routledge.
Basole, A. (2009). Eurocentrism, the University, and Multiple Sites of Knowledge Production. In Toward a Global Autonomous University: Cognitive Labor, The Production of Knowledge and Exodus from the Education Factory. Autonomedia.
Bauman, Z. (1997). Universities: Old, new and different. In S. a. Webster (Ed.), The Postmodern University: Contested Visions og Higher Education in Society (pp. 17-26). SRHE and Open University Press.
Belbin, R. M. (2010). Team roles at work. Butterworth-Heinemann.
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, research, critique (revised edition ed.). Rowman and Littlefield.
Bhaskar, R. (1993). Dialectic: The pulse of freedom. Verso.
Biesta, G. (2011). How useful should the university be? On the rise of the global university and the crisis in Higher Education. Qui Parle, 20(1), 35-47.
Blackmore, J., Gribble, C., & Rahimi, M. (2017). International education, the formation of capital and graduate employment: Chinese accounting graduates' experiences of the Australian labour market. Critical Studies in Education, 58(1), 69-88.
267
Boler, M. (2004). Teaching for hope: the ethics of shattering world views. In D. Liston & J. Garrison (Eds.), Teaching, learning and loving: Reclaiming passion in educational practice. Routledge.
Börjesson, M., & Broady, D. (2006). The Social Profile of Swedish Law Students: National Divisions and Transnational Strategies. Rætferd, 29(3/114), 80-117.
Bourdieu, P. (1968). Structuralism and theory of sociological knowledge. Social Research, 35(4), 681-706.
Bourdieu, P. (1973). The three forms of theoretical knowledge. Social Science Information, 12(1), 53-80.
Bourdieu, P. (1977). Outline of a Theory of Practice. Polity Press.
Bourdieu, P. (1986). The Forms of Capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education. Greenwood.
Bourdieu, P. (1988a). Homo Academicus. Polity Press.
Bourdieu, P. (1988b). Vive la crise! For heterodoxy in social science. Theory and Society, 17, 773-787.
Bourdieu, P. (1989). Social Space and Symbolic Power. Sociological Theory, 7(1), 14-25.
Bourdieu, P. (1990a). Animadversiones in Mertonem. In J. Clark, C. Modgil, & S. Modgil (Eds.), Robert K. Merton: Consensus and controversy. Falmer.
Bourdieu, P. (1990b). The Logic of Practice. Polity Press.
Bourdieu, P. (1991). On Symbolic Power. In Language and Symbolic Power. Polity Press.
Bourdieu, P. (1992). Thinking About Limits. Theory, Culture & Society, 9, 37-49.
Bourdieu, P. (1993). Sociology in Question (R. Nice, Trans.). Sage Publications.
Bourdieu, P. (1994). Rethinking the State: Genesis and Structure of the Bureaucratic Field. Sociological Theory, 12(1), 18.
Bourdieu, P. (1996a). The Rules of Art: Genesis and structure of the literary field. Stanford University Press.
Bourdieu, P. (1996b). Understanding. Theory, Culture & Society, 13(2), 17-37.
Bourdieu, P. (1998a). Acts of Resistance: Against the New Myths of Our Time. Polity Press.
Bourdieu, P. (1998b). The Myth of 'Globalization' and the European Welfare State. In Acts of Resistance: Against the New Myths of Our Time. Polity Press.
Bourdieu, P. (1998c). Utopia of Endless Exploitation: The essence of neoliberalism. Le Monde Diplomatique, (12). http://mondediplo.com/1998/12/08bourdieu
Bourdieu, P. (1999a). The Social Conditions of the International Circulation of Ideas. In R. Shusterman (Ed.), Bourdieu - A Critical Reader. Blackwell.
Bourdieu, P. (1999b). The Weight of the World. Polity Press.
Bourdieu, P. (2000). Pascalian meditiations. Polity Press.
Bourdieu, P. (2003). Participant Objectivation. The Journal of the Roual Anthropological Institute, 9(2), 281-294.
Bourdieu, P. (2004a). The Political Field, the Social Science Field, and the Journalistic Field. In R. Benson (Ed.), Bourdieu and the Journalistic Field. Polity.
Bourdieu, P. (2004b). Science of Science and Reflexivity (R. Nice, Trans.). Polity Press. (Original work published 2001)
Bourdieu, P., Chamboredon, J.-C., & Passeron, J.-C. (1991). The Craft of Sociology. Epistemological Preliminaries. Walter de Gruyter.
Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in Education, Society and Culture (2 ed.). Sage.
268
Bourdieu, P., & Wacquant, L. (1992a). Interest, Habitus, Rationality. In An Invitation to Reflexive Sociology. Polity Press.
Bourdieu, P., & Wacquant, L. (1992b). An Invitation to Reflexive Sociology. Polity Press.
Bourdieu, P., & Wacquant, L. (1992c). The Logic of Fields. In An Invitation to Reflexive Sociology. Polity Press.
Bourdieu, P., & Wacquant, L. (2001). NewLiberalSpeak: Notes on the new planetary vulgate. Radical Philosophy, 105(January/February 2001).
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3.
Byram, M. (1989). Cultural Studies in Foreign Language Education. Multilingual Matters.
Calhoun, C. (2006). The University and the public good. Thesis Eleven, 84(1).
Camic, C. (2011). Bourdieu's Cleft Sociology of Science. Minerva, 49, 275-293.
Carlson, S. (2013). Becomig a Mobile Student - a Processual Perspective on German Degree Student Mobility. Population, Space and Place, 19(2), 168-180.
Chen, R. T.-H., Maton, K., & Bennett, S. (2011). Absenting Discipline: Constructivist Approaches in Online Learning. In F. Christie & K. Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives. Continuum.
Chen, Y.-W., & Lawless, B. (2019). Teaching Critical Moments within Neoliberal Universities: Exploring Critical Intercultural Communication Pedagogy. Journal of Intercultural Communication Research, 48(5), 553-573.
Clegg, S. (2016). The necessity and possibility of powerful 'regional' knowledge: curriculum change and renewal. Teaching in Higher Education.
Coate, K. (2009). Exploring the unknown: Levinas and international students in English higher education. Journal of Education Policy, 24.
Couldry, N. (2005). The individual point of view: learning from Bourdieu’s “The Weight of the World”. Cultural Studies <-> Critical Methodologies, 5(3), 354-372.
Critchley, S. (1996). Introduction to ‘Is Ontology Fundamental?’. In A. T. Peperzak, S. Critchley, & R. Bernasconi (Eds.), Emmanuel Levinas. Basic Philosophical Writings. Indiana University Press.
Crosling, G., Edwards, R., & Schroder, B. (2008). Internationalising the curriculum: The implementation experience in a faculty of business and economics. Journal of Higher Education Policy and Management, 30(2), 107-121.
Dahl, H. (2014). Anthony Giddens: Den tredje vej. In A. Dybdal (Ed.), Socialdemokratiske tænkere. Informations forlag.
Dahl, Ø. (2006). Bridges of Understanding. Perspectives on Intercultural Communication. In Ø. Dahl, I. Jensen, & P. Nynäs (Eds.), Bridges of Understanding. Perspectives on Intercultural Communication. Unipub forlag/Oslo Academic Press.
Dahl, Ø., Jensen, I., & Nynäs, P. (2006). Bridges of Understanding: Perspectives on Intercultural Communication. Unipub forlag. Oslo Academic Press.
Darics, E., & Koller, V. (2018). Diversity and Inclusion. In Language in business, language at work. Palgrave.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10.
269
Dervin, F. (2010). Assessing intercultural competence in Language Learning and Teaching: a critical review of current efforts. In F. Dervin & E. Soumela-Salmi (Eds.), New Approaches to Assessment in Higher Education. Peter Lang.
Dervin, F. (2011). A plea for change in research in intercultural discourses: A 'liquid' approach to the study of the acculturation of Chinese students. Journal of Multicultural Discourse, 6(1).
Dervin, F. (2014). Cultural identity and othering. In J. Jackson (Ed.), The Routledge Handbook of Language and Intercultural Communication. Routledge.
Dewalt, K. M., & Dewalt, B. R. (2010). Doing Participant Observation. Becoming an Observer. In Participant Observation. A Guide for Fieldworkers (2nd ed., pp. 75-89). AltaMira Press.
Doherty, C. (2008). Student subsidy of the internationalised curriculum: knowing, voicing and producing the Other. Pedagogy, Culture and Society, 16(3), 269-288.
Doherty, C. A. (2010). Doing business: knowledges in the internationalised business lecture. HigherEducation Research and Development, 29(3), 245-258.
Duménil, G., & Lévy, D. (2011). The Crisis of Neoliberalism. Harvard University Press.
Edwards, R., Crosling, G., Petrovic-Lazarovic, S., & O'neill, P. (2003). Internationalisation of Business Education: Meaning and Implementation. Higher Education Research & Development, 22(2), 183-192.
EHEA. The European Higher Education Area. Retrieved 7 November from http://www.ehea.info/article-details.aspx?ArticleId=3
Enders, J., Boer, H. d., & Weyer, E. (2013). Regulatory autonomy and performance: the reform of higher education revisited. Higher Education, 65(1), 5-23.
Entman, R. M. (1993). Framing: Towards clarification of a fractured paradigm. Journal of Communication, 43(4).
Eriksen, T. H. (2006). Diversity versus Difference: Neoliberalism in the minority debate. In R. Rottenburg, B. Schnepel, & S. Shimada (Eds.), The Making and Unmaking of Difference. Transaction.
European Parliament. (2000). Lisbon European Council 23 and 24 March 2000. Retrieved from http://www.europarl.europa.eu/summits/lis1_en.htm
European University Association. (2003). Trends 2003: Progress towards the European Higher Education Area.
Evens, T. M. S. (1999). Bourdieu and the Logic of Practice: Is All Giving Indian-Giving or is “Generalized Materialism” Not Enough? Sociological Theory, 17(1).
Fejes, A. (2008). Standardising Europe: The Bologna Process and new modes of governing. Learning and Teaching, 1(2).
Ferri, G. (2014). Ethical communication and intercultural responsibility: a philosophical perspective. Language and Intercultural Communication, 14(1).
Ferri, G. (2016). Intercultural competence and the promise of understanding. In F. Dervin & Z. Gross (Eds.), Intercultural Competence in Education. Palgrave Macmillan.
Fink, H. (2003). Hvad er et universitet? In H. Fink, P. C. Kjærgaard, H. Kragh, & J. E. Kristensen (Eds.), Universitet og videnskab: universitets idéhistorie, videnskabsteori og etik. Hans Reitzels forlag.
Flick, U. (2009). An Introduction to Qualitative Research (4 ed.). Sage.
Gadamer, H.-G. (2000). Truth and Method. Continuum.
270
Gamson, W. A., & Modigliani, A. (1987). The changing culture of affirmative action. In R. G. Braungart & M. M. Braungart (Eds.), Research in political soicology (Vol. 3, pp. 137-177). JAI Press.
Gibbons, M., Limoges, C., Novotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. Sage.
Giddens, A. (1998). The Third Way: The Renewal of Social Democracy. Polity Press.
Glaser, E., Guilherme, M., García, M. d. C. M., & Mughan, T. (2007). ICOPROMO: Intercultural Competence for Professionel Mobility. Council of Europe Publishing.
Grant, S., & Humphries, M. (2006). Critical evaluation of appreciative inquiry. Bridging an apparent paradox. Action Research, 4(4), 401-418.
Grenfell, M., & James, D. (1998). Theory, Practice and Pedagogic Research. In M. Grenfell & D. James (Eds.), Bourdieu and Education: Acts of Practical Theory. Falmer Press.
Gudykunst, W. B., & Kim, Y. Y. (1992). Communication with strangers. An approach to intercultural communication. Random House.
Guilherme, M., Keating, C., & Hoppe, D. (2010). Intercultural Responsibility: Power and ethics in intercultural dialogue and interaction. In M. Guilherme, E. Glaser, & M. d. C. Méndez (Eds.), The intercultural dynamics of multicultural working. Multilingual Matters.
Haar, D. v. d., & Hosking, D. M. (2004). Evaluating Appreciative Inquiry: a relational constructivist perspective. Human Relations, 57(8), 1017-1036.
Haigh, J. M. (2002). Internationalisation of the Curriculum: Designing inclusive education for a small world. Journal of Geography in Higher Education, 26(1).
Hall, E. T., & Hall, M. R. (1990). Understanding Cultural Differences. Intercultural Press.
Halualani, R. T., & Nakayama, T. K. (2013). Critical Intercultural Communication Studies: At a Crossroads. In R. T. Halualani & T. K. Nakayama (Eds.), The Handbook of Critical Intercultural Communication. Wiley-Blackwell.
Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice. Routledge.
Hansen, L., Hansson, F., & Nilsson, O. S. (2012). Kvalitetsudvikling eller konkurrencespil?Benchmarking, akkreditering, auditering ogranking. In H. L. Andersen & J. C. Jacobsen (Eds.), Uddannelseskvalitet i en globaliseret verden - vidensøkonomiens indtog i de videregående uddannelser. Samfundslitteratur.
Harvey, D. (2005). A Brief History of Neoliberalism. Oxford University Press.
Hayek, F. A. (1945). The Use of Knowledge in Society. American Economic Review, 35(4).
Hayek, F. A. (1960). The Constitution of Liberty. Routledge & Kegan Paul.
Hofstede, G. (1980). Culture's Consequences: International Differences in Work-related Values. Sage.
Holborow, M. (2013). Applied Linguistics in the Nieoliberal University: Ideological keywords and social agency. Applied Linguistics Review, 4(2), 229-257.
Holliday, A. (2011). Intercultural Communication and Ideology. Sage Publications Ltd.
Holliday, A. (2014). Culture, communication, context and power. In J. Jackson (Ed.), The Routledge Handbook of Language and Intercultural Communication. Routledge.
Hullett, C., & Witte, K. (2001). Predicting intercultural adaptation and isolation: Using the extended parallel process model to test anxiety/uncertainty management theory. International Journal of Intercultural Relations, 25, 17-36.
271
Jensen, I. (2003). The practice of intercultural communication - reflections for professionals in intercultural meetings. The Electronic Journal of Intercultural Communication(6). www.immi.se/intercultural/nr6
Kahn, H. E., & Agnew, M. (2017). Global Learning Through Difference: Considerations for Teaching, Learning, and the Internationalization of Higher Education. Journal of Studies in International Education, 21(1), 52-64.
Kenway, J., & Fahey, J. (2008). Policy incitements to mobility: Some speculations and provocations. In B. Epstein, Deem, Rizvi and Wright (Ed.), World Yearbook of Education 2008: Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education. Routledge.
Khoo, S. M. (2011). Ethical globalization or priviledged internationalization? Globalization, Societies and Education, 9(3-4), 337-353.
Kim, J. (2011). Aspirations for Global Cultural Capital in the stratified realm of global higher education. British Journal of Sociology of Education, 32(1), 109-126.
Kjærgaard, P. C., & Kristensen, J. E. (2003). Universitetets idéhistorie. In H. Fink, P. C. Kjærgaard, H. Kragh, & J. E. Kristensen (Eds.), Universitet og videnskab: universitetets idéhistorie, videnskabsteori og etik. Hans Reitzels forlag.
Kristensen, J. E. (2007a). Det moderne universitets ide og selvbeskrivelse gennem 200 år - en universitetshistorisk indledning. In J. E. Kristensen, K. Elstrøm, J. V. Nielsen, M. Pedersen, B. V. Sørensen, & H. Sørensen (Eds.), Ideer om et universitet: Det moderne universitets idéhistorie fra 1800 til i dag. Aarhus Universitetsforlag.
Kristensen, J. E. (2007b). Gamle og nye ideer med et universitet - universitetsloven 2003 som anledning. In J. E. Kristensen, K. Elstrøm, J. V. Nielsen, M. Pedersen, B. V. Sørensen, & H. Sørensen (Eds.), Ideer om et universitet: Det moderne universitets idehistorie fra 1800 til i dag. Aarhus Universitetsforlag.
Kvale, S., & Brinkmann, S. (2008). InterView. Hans Reitzels Forlag.
Lamaison, P., & Bourdieu, P. (1986). From rules to strategies: an interview with Pierre Bourdieu. Cultural Anthropology, 1, 110-120.
Larsen, C. A., & Andersen, J. G. (2009). How New Economic Ideas Changed the Danish Welfare State: The Case of Neoliberal Ideas and Highly Organized Social Democratic Interests. Governance: An International Journal of Policy, Administration, and Institutions, 22(2).
Larsen, K. (2009). Observationer i et felt. Nogle muligheder og udfordringer. In O. Hammerslev, J. A. Hansen, & I. Willig (Eds.), Refleksiv sociologi i praksis. Empiriske undersøgelser inspireret af Pierre Bourdieu. Hans Reitzels Forlag.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge University Press.
LCT Centre. Legitimation Code Theory. Retrieved March 24 from www.legitimationcodetheory.com
Leeds-Hurwitz, W. (2013). Writing the Intellectual History of Intercultural Communication. In T. K. Nakayama & R. T. Halualani (Eds.), The Handbook of Critical Intercultural Communication. Blackwell Publishing Ltd.
Leeds-Hurwitz, W. (2014). Notes in the History of Intercultural Communication: The Foreign Service Institute and the Mandate for InterculturalTraining. In M. K. Asante, Y. Miike, & J. Yin (Eds.), The Global Intercultural Communication Reader (2nd edition). Routledge.
Lemke, T. (2001). "The Birth of Biopolitics": Michel Foucault's Lecture at the College de France on Neoliberal Governmentality. Economy and Society, 30(2).
272
Leong, C., & Ward, C. (2000). Identity conflict in sojourners. International Journal of Intercultural Relations, 24, 763-776.
Levinas, E. (1996). Is Ontology Fundamental? In Bernasconi, Critchley, & Peperzak (Eds.), Emmanuel Levinas: Basic Philosophical Writings (pp. 1-10). Indiana U.P.
Levinas, E. (1998). The Said and the Saying. In Otherwise than Being or beyond essence. Duquesne University Press.
Lingard, B., Rawolle, S., & Taylor, S. (2005). Globalizing policy sociology in education: working with Bourdieu. Journal of Education Policy, 20(6), 759-777.
Locke, P., & Maton, K. (2019). Serving two masters: how vocational educators experience marketisation reforms. Journal of Vocational Education & Training, 71(1), 1-20.
Luckett, K. (2010). Knowledge claims and codes of legitimation: Implications for curriculum recontextualization in South African higher education. Africanus, 40(1), 6-20.
Lyotard, J.-F. (1984). The Postmodern Condition: A Report on Knowledge (G. Bennington & B. Massumi, Trans.). Manchester University Press.
MacDonald, M. N., & O'Regan, J. P. (2012). The Ethics of Intercultural Communication. Educational Philosophy and Theory.
Madge, C., Raghuram, P., & Noxolo, P. (2014). Conceptualizing international education: From international student to international study. Progress in Human Geography, 1-21.
Marginson, S. (2006, 23 November 2006). Hayekian neo-liberalism and academic freedom Philosophy of Education Society of Australia, Women's College, University of Sydney.
Marginson, S. (2007a). Global University Rankings: Implications in general and for Australia. Journal of Higher Education Policy and Management, 29(2).
Marginson, S. (2007b). Globalisation, the "Idea of a University" and its Ethical Regimes. Higher Education Management and Policy, 19(1).
Marginson, S. (2008). Global field and global imagining: Bourdieu and worldwide higher education. British Journal of Sociology of Education, 29(3), 303-315.
Marginson, S., & Sawir, E. (2011). Ideas for Intercultural Education. Palgrave Macmillan.
Martin, J. L. (2016). Musicality and musicianship: Specialization in jazz music. In K. Maton, S. Hood, & S. Shay (Eds.), Knowledge-building: Educational studeis in Legitimation Code Theory. Routledge.
Martin, J. N., & Nakayama, T. K. (2013). Intercultural Communication and Dialectics Revisited. In T. K. Nakayama & R. T. Halualani (Eds.), The Handbook of Critical Intercultural Communication. Wiley-Blackwell.
Martin, J. N., Nakayama, T. K., & Carbaugh, D. (2014). The history and development of the study of intercultural communication and applied linguistics. In J. Jackson (Ed.), The Routledge Handbook of Language and Intercultural Communication. Routledge.
Maton, K. (2005). A question of autonomy: Bourdieu's field approach and higher education policy. Journal of Education Policy, 20(6), 687-704.
Maton, K. (2014). Knowledge and Knowers: Towards a realist sociology of education. Routledge.
Maton, K. (2020). Semantic Waves: Context, Complexity and Academic Discourse. In J. R. Martin, K. Maton, & Y. J. Doran (Eds.), Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory. Routledge.
Maton, K., & Howard, S. K. (2018). Taking autonomy tours: A key to integrative knowledge-building. LCT Centre Occational Paper, 1.
273
McQuarrie, M. (2006). Knowledge Production, Publicness, and the Structural Transfotmation of the University: An Interview with Craig Calhoun. Thesis Eleven, 84(103).
Monforte, J., & Úbeda-Colomer, J. (2021). Tinkering with the two-to-one interview: Reflections on the use of two interviewers in qualitative constructionist inquiry. Methods in Psychology, 5.
Moon, D. G. (2008). Concepts of Culture: implications for intercultural communication research. In M. K. Asante, Y. Miike, & J. Yin (Eds.), The Global Intercultural Communication Reader. Routledge.
Moon, D. G. (2013). Critical Reflections on Culture and Critical Intercultural Communication. In T. K. Nakayama & R. T. Halualani (Eds.), The Handbook of Critical Intercultural Communication. Blackwell Publishing Ltd.
Munk, M. (2009). Transnational investments in informational capital. A comparative study of Denmark, France, and Sweden. Acta Sociologica, 52(1), 5-23.
Munk, M., Foged, M., & Mulvad, A. M. (2011). Familiers kosmopolitiske uddannelsesstrategier: Et spørgsmål om migration og investering i distinktiv kapital. Dansk Sociologi, 22(3), 31-58.
Myles, J. F. (2004). From Doxa to Experience. Issues in Bourdieu’s Adoption of Husserlian Phenomenology. Theory, Culture & Society, 21(2).
Naidoo, R. (2004). Fields and institutional strategy: Bourdieu on the relationship between higher education, inequality and society. British Journal of Sociology of Education, 25(4), 446-472.
Nielsen, G. B., & Sarauw, L. L. (2012). Globaliseringen som spørgsmål: modulisering og kompetencetænkning som svar? In H. L. Andersen & J. C. Jacobsen (Eds.), Uddannelseskvalitet i en globaliseret verden - vidensøkonomiens indtog i de videregående uddannelser. Samfundslitteratur.
Nynäs, P. (2006). Interpretative Models of Estrangement and Identification. In Ø. Dahl, I. Jensen, & P. Nynäs (Eds.), Bridges of Understanding: Perspectives on Intercultural Communication. Unipub forlag: Oslo Academic Press.
O’Reilly, K. (2012). Participating and Observing. In Ethnographic Methods (2nd ed., pp. 85-115). Routledge.
Oberg, K. (1960). Cultural Shock: Adjustment to New Cultural Environments. Practical Anthropology, 7, 177-182.
Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313-345.
Ong, A. (2009). Global Assemblages vs Universalism. In Toward a Global Autonomous University: Cognitive Labor, The Production of Knowledge and Exodus from the Education Factory. Autonomedia.
Ono, K. A. (1998). Problematizing "nation" in intercultural communication research. In V. Dolores, T. Tanno, & A. Gonzaléz (Eds.), Communication and Identity across Cultures: International and Intercultural Communicatiom Annual 21. Sage.
Ono, K. A. (2013). Reflections on "Problematizing 'Nation' in Intercultural Communication Research". In T. K. Nakayama & R. T. Halualani (Eds.), The Handbook of Critical Intercultural Communication. Wiley-Blackwell.
Oplatka, i., & Hemsley-Brown, J. (2010). The globalization and marketization of Higher Education: some indsights from the standpoint of institutional theory. In F. Maringe & N. Foskett (Eds.), Globalization and Internationalization in Higher Education: Theoretical, strategic and management perspectives. Continuum International Publishing.
Overbeek, H., & Apeldoorn, B. V. (2012). Neoliberalism in Crisis. Palgrave.
274
Papaioannou, D., Sutton, A., Carroll, C., Booth, A., & Wond, R. (2009). Literature Searching for social science systematic reviews: consideration of a range of search techniques. Health Information and Libraries Journal, 27, 114-122.
Paraskeva, J. M. (2010). Unaccomplished utopia: Neoconservative dismantling of public education in the European Union. Sense Publishers.
Peperzak, A. (1993). To the other: an introduction to the philosophy of Emmanuel Levinas. Purdue.
Peters, M. A., & Olssen, M. (2005). 'Useful Knowledge': Redefining Research and Teaching in the Learning Economy. In R. Barnett (Ed.), Reshaping the University: New Relationships between Research, Scholarhip and Teaching. Open University Press.
Purwar, N., & Sharma, S. (2009). Short-Circuiting the Production of Knowledge. In Toward a Global Autonomous University: Cognitive Labor, The Production of Knowledge and Exodus from the Education Factory. Autonomedia.
Qvortrup, M. (2002). The Emperor's New Clothes: The Danish General Election 20 November 2001. West European Politics, 25(2).
Readings, B. (1996). The University in Ruins. Harvard University Press.
Red Square Everywhere. Red Square Everywhere. Retrieved November 26 from http://www.redsquareeverywhere.com
Rhoads, R. A., & Szelenyi, K. (2011). Global citizenship and the university: Advancing social life and relations in an interdependent world. Stanford University Press.
Rizvi, F. (2008). Epistemic Virtues and Cosmopolitan Learning. The Australian Educational Researcher, 35(1), 17-34.
Rizvi, F. (2009). Towards cosmopolitan learning. Discourse: Studies in the Cultural Politics of Education, 30(3), 253-268.
Rizvi, F. (2014). Encountering Education in the Global. Routledge.
Rizvi, F., & Lingard, B. (2010). Globalizing Education Policy. Routledge.
Rizvi, F., & Walsh, L. (1998). Difference, globalization and the internationalization of curriculum. Australian Universities Review, 30(2), 7-11.
Robbins, D. (2002). Sociology and Philosophy in the Work of Pierre Bourdieu, 1965-75. Journal of Classical Sociology, 2(3).
Sahasrabudhey, S. (2009). Management of Knowledge vs Production of Knowledge. In Toward a Global Autonomous University: Cognitive Labor, The Production of Knowledge and Exodus from the Education Factory. Autonomedia.
Santos, B. d. S., Nunes, J. A., & Meneses, J. P. (2007). Opening up the Canon of Knowledge and Recognition of Difference. In B. d. S. Santos (Ed.), Another Knowledge is Possible: Beyond Northers Epistemologies. Verso.
Schlosser, R. W., Wendt, O., Bhavnani, S., & Nail-Chiwetalu, B. (2006). Use of information-seeking strategies for developing systematic reviews and engaging in evidence-based practice: the application of traditional and comprehensive Pearl Growing. A review. International Journal of Language and Communication Disorder, 41(5), 567-582.
Singh, M., & Shrestha, M. (2008). International Pedagogical Structures. In Hellstén & Reid (Eds.), Researching International Pedagogies. Springer.
Sobre, M. S. (2017). Developing the critical intercultural class-space: theoretical implications and pragmatic applications of critical intercultural communication pedagogy. Intercultural Eduction, 28(1), 39-59.
275
Spencer-Oatey, H., & Stadler, S. (2009). The global people competency framework. Warwick occasional papers in applied linguistics, 3. Retrieved 09.02.2014, from
Spiro, J. (2014). Learning Interconnectedness: Internationalisation through Engagement with One Another. Higher Education Quaterly, 68(1), 65-84.
Svane, M. (2006). The Intersection between Culture, Social Structures, and the Individual in Interaction. In Ø. Dahl, I. Jensen, & P. Nynäs (Eds.), Bridges of Understanding. Unipub forlag/ Oslo Academic Press.
Tange, H. (2010). Caught in the Tower of Babel: university lecturers’ experiences with intternationalization. Language and Intercultural Communication, 10(2).
Tange, H. (2016). Inclusive and exclusive knowledge practices in interdisciplinary, international education. International Journal of Inclusive Education, 20(10), 1097-1108.
Tange, H. (2023). Personal communication. In.
Tange, H., & Jensen, I. (2012). Good teachers and deviant learners? the meeting of practices in university level international education. Journal of research in International Education, 11(2).
Tange, H., & Kastberg, P. (2013). Coming to terms with 'double-knowing': an inclusive approach tointernational education. International Journal of Inclusive Education, 17(1), 1-14.
Taylor, J. (2010). The management of internationalization in Higher Education. In F. Maringe & N. Foskett (Eds.), Globalization and Internationalization in Higher Education: Theoretical, strategic and management perspectives. Continuum International Publishing.
The Edu-Factory Collective. (2009). Toward a Global Autonomous University: Cognitive Labor, The Production of Knowledge and Exodus from the Education Factory. Autonomedia. https://libcom.org/files/The%20Edu-factory%20Collection%20-%20Toward%20a%20Global%20Autonomous%20University%20-%20Cognitive%20Labor,%20The%20Production%20of%20Knowledge,%20and%20Exodus%20from%20the%20Education%20Factory.pdf
The European Higher Education Area. (1999). The Bologna Declaration of 19 June 19999. Retrieved from http://www.ehea.info/Uploads/Declarations/BOLOGNA_DECLARATION1.pdf
Tomaselli, K. G. (2020). Intercultural communication: a southers view on the way ahead: culture, terrorism and spirituality. Annals of the Intercultural Communication Association, 44(1).
Treanor, P. (02.12.2005). Neoliberalism: Origins, Theory, Definitions. Retrieved 18.08.2014 from http://web.inter.nl.net/user/Paul.Trenor/neoliberalism.html
Universitetsloven, (2003). https://www.retsinformation.dk/Forms/R0710.aspx?id=29143&exp=1
Universities Denmark. (2011). Building Stronger Universities in Developing Countries - Partnerships for Change.
Van Maanen, J. (1988). Tales of the Field: Writing Ethnography. University of Chicago Press.
Vidya Ashram. (2009). The Global Autonomous University. In Toward a Global Autonomous University: Cognitive Labor, The Production of Knowledge and Exodus from the Education Factory. Autonomedia.
Ward, S. C. (2012). Neoliberalism and the Global Restructuring of Knowledge and Education. Routledge.
Wilken, L. (2007). Når kultur kommer i vejen. Kapitalmøder og kulturforståelser på en international uddannelse i Danmark. Tidskriftet antropologi(56), 135-158.
Wilken, L. (2016a). Internationalised fields Research Symposium, Rold, Denmark.
276
Wilken, L. (2016b). Navigating global space and ending up in Denmark Research Symposium, Rold, Denmark.
Wilken, L. (nd-a). Prosopographical analysis of students attending international programs at Danish Universities. In A. University (Ed.).
Wilken, L. (nd-b). Report from the project Internationalisation and social practice in the field of higher education in Denmark.
Wilken, L., & Dahlberg, M. G. (2016). Navigating global space of tertiary education and ending up in Denmark. Educational strategies of mobile students. Bielefeld: COMCAD (Working Papers - Centre on Migration, Citizenship and Development), 146.
Wilken, L., & Tange, H. (2014). Internationalisering og progression. Dansk Universitetspædagogisk Tidsskrift, 9(17), 20-29.
Wolcott, H. (1994). Confessions of a “Trained” Observer. In Transforming Qualitative Data: Description, Analysis and Interpretation (pp. 149-173). Sage.
Wörsdörfer, M. (2013). Von Hayek and Ordoliberalism on Justice. Journal of the History of Economic Thought, 35(3).
Wright, S. (2008). The Bologna Process: a voluntary method of coordination and marketisation? Interview with Ole Henckel. Learning and Teaching, 1(2).
Wright, S. (2012). Ranking universities within a globalised world of competition states: to what purpose, and with what implications for students? In H. L. Andersen & J. C. Jacobsen (Eds.), Uddannelseskvalitet i en globaliseret verden - vidensøkonomiens indtog i de videregående uddannelser. Samfundslitteratur.
Wright, S., & Boden, R. (2011). Markets, Managerialism and Measurement: Organisational transformation of universities in UK and Denmark. In J. E. Krisrensen, H. Nørreklit, & M. Raffnsøe_Møller (Eds.), University Performance Management: The Silent Managerial Revolution at Danish Universities. DJØF Publishing.
Wright, S., & Ørberg, J. W. (2008). Autonomy and control: Danish university reform in the context of modern governance. Learning and Teaching, 1(1).
Zaliwska, Z., & Boler, M. (2018). Troubling Hope: Performing Inventive Connections in Discomforting Times. Studies in Philosophy and Education, 38(1), 71-84.
Zemach-Bersin, T. (2012). Entitled to the world: The rhetoric of U.S. global citizenship education and study abroad. In V. d. O. Andreotti & L. d. Souza (Eds.), Postcolonial perspectives on global citizenship education (pp. 87-104). Routledge.
Zembylas, M. (2015). ‘Pedagogy of discomfort’ and its ethical implications: the tensions of ethical violence in social justice education. Ethics and Education, 10(2), 163-174.
Zgaga, P. (2009). Higher education and citizenship: 'the full range of purposes'. European Educational Research Journal, 8(2), 175-188.
