International/transnational spaces of education
International/transnational spaces of education
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DOI：
10.1080/14767724.2011.576933
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发表时间：
2011-06
期刊：
影响因子：
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通讯作者：
J. Waters;Rachel Brooks
中科院分区：
文献类型：
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作者：
J. Waters;Rachel Brooks
全球化，社会和教育的这个特刊出现了一个ESRC资助的研讨会系列“教育的变化空间：学习的性质的新视角”（2009 - 2010）。这些研讨会旨在明确审查当代教育和学习的空间，以及这些空间如何通过技术、经济、社会和政治变革（如信息和通信技术[ICT]的广泛使用和世界各地知识经济的巩固）逐渐转变。研讨会强调，需要认识到与当前教育概念相关的空间的多样性（如家庭、工作场所、政策空间、国际/跨国空间和网络空间）。它们还明确地试图将教育家、地理学家、社会学家、决策者和教育工作者聚集在同一屋檐下;迄今为止，这些群体很少相互接触，共同解决与教育和学习有关的空间问题。因此，对这些新兴教育空间的重要跨学科理解已经实现，部分体现在本特刊的页面中。正如将变得清晰，这里提出的论文集解决了教育转型的一个特定方面，侧重于国际/跨国空间。在过去的10年里，国际/跨国教育已经从一个学术界、从业者和政策制定者之间的边缘和特殊兴趣的话题转变为占据了许多当代辩论的中心舞台。2011年3月5日，英国16所大学的副校长在给《观察家报》的一封信中表示，他们对政府计划严格限制欧盟以外的学生来英国的签证数量表示“深切关注”。据显示，英国大学今天授予的学位中有多达五分之一是授予国际学生的（国际焦点2009）。正如在给《观察家报》的信中所建议的那样，国际学生越来越被视为大学的灵丹妙药，面临着政府资金的大幅削减，这种观点不仅适用于英国，而且适用于其他地方（正如尼克刘易斯在他关于新西兰的论文中所描述的那样，也正如本杂志前几期所记录的那样）。尽管他们的数量重要，目前有超过300万人在本国以外的地方学习高等教育（经合组织2009年），国际学生只是当代教育国际化/跨国化的一个方面。因此，在这期特刊中，我们热衷于代表我们对国际/跨国教育的理解范围，它不仅包括高等教育，还包括小学、中学和学位以下/学位后学历;它不仅包括学生，还包括全球化、社会和教育第9卷，第2期，2011年6月，155 160
This special issue of Globalisation, Societies and Education emerges out of an ESRCfunded seminar series on ‘Changing Spaces of Education: New Perspectives on the Nature of Learning’ (2009 2010). These seminars sought to examine explicitly the spaces in which contemporary education and learning take place, and the ways in which these have been gradually transformed through technological, economic, social and political change (such as the widespread use of Information and Communication Technologies [ICTs] and the consolidation of knowledge-based economies around the world). The seminars highlighted the need to appreciate the plurality of spaces (such as homes, workplaces, policy spaces, international/transnational space and cyberspace) associated with current notions of education. They also represented an explicit attempt to bring together, under the same roof, educationalists, geographers, sociologists, policy makers and educational practitioners; hitherto, these groups have rarely engaged with each other in tackling questions of space in relation to education and learning. Consequently, a crucial interdisciplinary understanding of these emergent spaces of education has materialised, represented in part within the pages of this special issue. As will become clear, the collection of papers presented here tackles one particular aspect of the transformation of education, focussing on international/transnational space. Over the last 10 years, international/transnational education has shifted from a topic of peripheral and peculiar interest amongst academics, practitioners and policy makers to occupy the centre stage of many contemporary debates. In a recent letter to The Observer newspaper (5 March 2011), 16 vice-chancellors of UK universities expressed their ‘profound concern’ over government plans to limit severely the number of visas issued to students coming to the United Kingdom from outside the European Union. It has been shown that as many as one in five degrees conferred by UK universities today is awarded to an international student (International Focus 2009). As suggested in the letter to The Observer, international students are increasingly being seen as a panacea for universities, faced with substantial cuts in government funding and this view pertains not just to the United Kingdom but elsewhere (as Nick Lewis describes in his paper in relation to New Zealand, and as has been documented in previous issues of this journal). Despite their numerical importance there are currently more than three million individuals studying for a tertiary-level qualification outside their home country (OECD 2009) international students represent only one facet of the internationalisation/transnationalisation of contemporary education. In this special issue, we were therefore keen to represent the breadth of our understanding of international/ transnational education it includes not just higher education but also primary, secondary, and sub-/post-degree qualifications; it encompasses not only students, but Globalisation, Societies and Education Vol. 9, No. 2, June 2011, 155 160