University of Helsinki
Call for Chapters
Education for Sale: The New Faces of Educational Colonialism
Eds. Monika Schatz (University of Helsinki, Finland), Ana Popovic (University of Nis, Serbia) &
Fred Dervin (University of Helsinki, Finland)
Deadline for abstract submission: 10th December 2014
Education has always been international volens nolens. No system of education is purely ‘national’ or Chinese, Icelandic, Moroccan, Spanish, etc. All countries have constructed their educational ideals, practices and values, by borrowing ‘bits and pieces’ from other countries, often beyond recognition. The mobility of students, teachers and scholars since the beginning of times has allowed people to do just that.
Our times, symbolized by the ‘accelerated’ internationalization of education, do not differ in that sense. Of course speed and complexity characterize the mixing, interaction and cooperation between countries. But the internationalization of education is not merely an outcome of globalization and increased academic mobility. With the introduction of international rankings and accreditation policies in the 1960s, and their current ‘explosion’, education has undoubtedly turned into ‘big business’ and allowed countries to struggle against each other in the jungle of the global education market. For most higher education institutions internationalization has become a necessary strategic tool to compete for funding, visibility and recognition, but also to attract staff and students. As a result, the marketing and franchising of education have become common practices all over the world. Education is thus increasingly understood as a commodity, and more and more regarded as a national and supranational asset. For example in countries like Australia, Finland, the UK and the USA but also in world regions such as the European Union, the export of education (including attracting international students) is a crucial part of national economies. That is why these countries have been active in branding their national education and its global dissemination.
But what often remains unquestioned is the ethical dimensions behind the marketization and branding practices of education. Who is entitled to claim ‘good’ versus ‘bad’, ‘modern’ versus ‘out-of-date’ educational practices? Is it true that international education export business puts non-Western countries under tutelage of an educated elite? This volume asks this sensitive yet central question: Are we witnessing new forms of educational colonialism?
This call for chapters is interested in new, original and critical approaches towards the business of selling education internationally. All levels of education are concerned. The volume aims to deliver fresh perspectives by combining international and interdisciplinary contributions. Diachronic studies on any aspect of education export are also welcome. The editors are especially interested in the following questions (amongst others):
Who dictates the export of education, how and why?
Should nations and education be branded in order to increase their competitiveness?
How does the education export sector affect the global positioning of nations? Who benefits from it? Who is disadvantaged and why? Who are the actors involved?
Does selling education abroad always lead to new forms of colonialism?
What are good/bad practices when it comes to the marketing and selling of education?
How ethical is the international education market? For what purposes should education be sold?
What are the consequences of marketing education for multi-cultural/intercultural communication and encounters and relations?
What is the impact of education branding on local education?
Does selling national education have a future?
Potential authors are invited to submit a 300‐word proposal (including a few lines about the author(s)) in English to the editors by Dec. 10th 2014 (e‐mail: educationforsale2015@gmail.com; IMPORTANT: .rtf or .doc files only). The proposals should clearly explain the originality of the approach to the commodification and internationalization of education, and include a short description of empirical data (where applicable). A basic bibliography may also be added. Authors of accepted proposals will be notified by Dec. 15th 2014.
The book is scheduled to be published in 2015 with Palgrave. All submitted chapters will be reviewed on a blind review basis.