Knowledge Mobility is the New Internationalization: Guiding Educational Globalization One Educator at a Time shows how university-based faculties of education in both developed and developing countries can work together toward professional standards that are based on globally recognized evidence and applied in culturally appropriate, and thus sustainable, ways throughout the world. The last half century of international educational development has generated many positive accomplishments, including school access expansion and curriculum quality improvement. However, it has not produced sustainable or comprehensive results, mainly because key institutions and local culture are frequently ignored. Simultaneous to the production of these mixed results in developing countries, education scholars and faculties of education in wealthier countries have pursued an agenda of professionalization of the educational occupations—through higher qualification requirements, more stringent entry standards, and explicit evidence to guide practice. Furthermore, higher education internationalization has increased its scope and expanded its volume. Yet in these three areas—educational development, educational professionalization, and higher education internationalization—there has rarely been any convergence. This book makes a case for this vital union.
Ted Purinton is senior education advisor for the Economic Development Board of Bahrain with special secondment as the Dean of the Bahrain Teachers College.
Jennifer Skaggs is vice president for student life and associate professor at Gordon College.
Notes on Terminology
Chapter One: The Inevitability of Globalization in Education
Part One: Internationalization in Higher Education
Chapter Two: International Identity or International Quality: What is an International Education?
Chapter Three: Global Aspirations: The Strategies for the Internationalization of Higher Education
Chapter Four: Following Their Peers or Forging Their Own Way: The Internationalization of Faculties of Education
Part Two: Professionalization of Education and the Role of Faculties of Education
Chapter Five: Advanced and Advancing Educational Systems: Global Metrics, Mindsets of Reform, and the Supporting Sectors
Chapter Six: Academic, Practical, or Both: The Problematic Past and Promising Future of Faculties of Education
Chapter Seven: Local or Global Knowledge: The International Foundations of Professions and Professional Education
Chapter Eight: Global Quality Academic Leadership: How Academic Leaders of Faculties of Education Can Inspire Global Relevance
Part Three: Case Studies
Chapter Nine: When the Professional and the Client Meet: A Case Study of the American University in Cairo and USAID Afghanistan
Chapter Ten: Singapore in Bahrain: The Development of the Bahrain Teachers College
Chapter Eleven: Shaping Global Citizens: The Academic and International Foundations of Higher Education Leadership
Chapter Twelve: STEM Education Across Borders: The International Knowledge Base on Applied Science and Mathematics Instruction
Guest Author: Mohammed W. Rizkallah. Ph.D.
Chapter Thirteen: Literacy Education Across Languages: Pedagogical Applications of Reading and Writing for All Languages
Guest Author: Alia A. Ammar, Ph.D.
Part Four: Conclusion
Chapter Fourteen: The Features of an Internationally-Focused Faculty of Education: How to Recognize a Genuinely Global Institution
About the Authors
Schools of education in the United States are becoming parochial and localists. Partly, this is a response to the crisis of democracy and the need to promote models of social justice helping minorities achieving cultural and economic outcomes. Partly, is the result that identity politics reifying a culture of group identity and displacing traditional forms of distributive justice in capitalist societies. Moving from distribution to identity struggles has been a challenge to the earliest trends of internationalization which, different from simply models of globalization--as this book claims-- focused on the flow of knowledge across borders and the borrowing and learning strategies for policy change. This process was implemented via traveling faculty, cross-national publications, and new metrics, and culminated with information access given the construction of the Internet. This relevant book argues that there is a new internationalization surge which came about with the rise of global university rankings, the employment imperative of globalization, and the prestige of academic mobility. Because globalization often serves as a catalyst for neo-liberal economic and labor policies, these changes affect the nature and role of schools of education, even in top-of-the-line universities that claim to be global in nature. These contradictions are carefully analyzed and criticized in this book drawing from compelling theory and meaningful case studies challenging the way our schools of education in the United States are trying to overcome their own demons. This book by Ted Purinton and Jennifer Dickinson Skaggs about the new internationalization is a must-read and refreshing contribution.