Does internationalisation at a distance democratise student mobility? Critical insights from the Asia‐Pacific region DOI
Jeremy Breaden, Thu Thi Quy, Lucas Moreira dos Anjos‐Santos

et al.

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 21, 2024

Abstract This paper examines the perspectives of educators on whether internationalisation at a distance (IaD) democratises student mobility in higher education. Adopting collaborative autoethnographic approach, analysis focuses involved virtual practices relation to three prompts: (1) IaD's capacity for democratisation, (2) IaD and achievement more equitable, accessible inclusive education (3) tensions that emerge from implementing institutional contexts. Applying three‐dimensional theory justice supports parity participation social life ( Scales Justice , 2009), this explores educators' perceptions potential democratise mobility. The findings demonstrate beliefs can only certain extent. As embrace as set equitable practices, they also question unequal availability material, cultural resources could realise students. Situated within discourses Asia‐Pacific region, which have received little attention broader research field mobility, reinforces emerging recognition fundamental yet often overlooked between democratisation. Practitioner notes What is already known about topic Internationalisation growing practice where students learn their ‘home country’ aided by digital technologies with curriculum located different geographical location. blurs boundaries brings into binaries such ‘international/domestic’, ‘home/abroad’ ‘geographic/virtual’, while inviting researchers, institutions rethink how reframe efforts. adds probes extent be seen democratic form particularly addressing geographic experiences. It shows democratising conflated without necessarily structural, barriers highlights best placed address issues distribution when it comes ensuring full In sense, disadvantaged backgrounds or disability able participate fully educational, gains afforded internationalisation. demonstrates not equipped representation There very change locus decision‐making regarding experiences are available IaD. Implications and/or policy recognises an shifts deficit surrounding enable wider access Practitioners efforts should consider what other mechanisms initiatives need established institutionally complement IaD, around unequally distributed negatively impact pressing ‘saviour’ ‘one‐size‐fits‐all’ all injustices part institutions. step right direction still requires significant shift power dynamics allow outside privileged Global North

Language: Английский

Does internationalisation at a distance democratise student mobility? Critical insights from the Asia‐Pacific region DOI
Jeremy Breaden, Thu Thi Quy, Lucas Moreira dos Anjos‐Santos

et al.

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 21, 2024

Abstract This paper examines the perspectives of educators on whether internationalisation at a distance (IaD) democratises student mobility in higher education. Adopting collaborative autoethnographic approach, analysis focuses involved virtual practices relation to three prompts: (1) IaD's capacity for democratisation, (2) IaD and achievement more equitable, accessible inclusive education (3) tensions that emerge from implementing institutional contexts. Applying three‐dimensional theory justice supports parity participation social life ( Scales Justice , 2009), this explores educators' perceptions potential democratise mobility. The findings demonstrate beliefs can only certain extent. As embrace as set equitable practices, they also question unequal availability material, cultural resources could realise students. Situated within discourses Asia‐Pacific region, which have received little attention broader research field mobility, reinforces emerging recognition fundamental yet often overlooked between democratisation. Practitioner notes What is already known about topic Internationalisation growing practice where students learn their ‘home country’ aided by digital technologies with curriculum located different geographical location. blurs boundaries brings into binaries such ‘international/domestic’, ‘home/abroad’ ‘geographic/virtual’, while inviting researchers, institutions rethink how reframe efforts. adds probes extent be seen democratic form particularly addressing geographic experiences. It shows democratising conflated without necessarily structural, barriers highlights best placed address issues distribution when it comes ensuring full In sense, disadvantaged backgrounds or disability able participate fully educational, gains afforded internationalisation. demonstrates not equipped representation There very change locus decision‐making regarding experiences are available IaD. Implications and/or policy recognises an shifts deficit surrounding enable wider access Practitioners efforts should consider what other mechanisms initiatives need established institutionally complement IaD, around unequally distributed negatively impact pressing ‘saviour’ ‘one‐size‐fits‐all’ all injustices part institutions. step right direction still requires significant shift power dynamics allow outside privileged Global North

Language: Английский

Citations

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