Practice Brief: Community Colleges and Global Equivalents: Increasing Visibility by Dr. Rosalind Latiner Raby – California State University, Northridge
Main ideas discussed:
- For fifty-years, comparative research has studied how the community college and global equivalent sector developed, the diversity between the sector’s institutional types, and the impact of educational borrowing that reinforces similarities between institutions. Yet, the inconsistency in how the sector is publicly portrayed leads to a constant need for justification of the sector’s existence, worth, and impact that it makes to the field of higher education.
- Exclusionary practices position universities as the authorized centers of knowledge which enables hegemonic categorization of the community college sector and facilitates deficit-based perspectives about the students who attend these institutions.
- Comparative research on internationalization practices ignores the contributions made by Community Colleges and Global Counterparts. Nonetheless, the sector is defined by international educational borrowing and student and staff mobility, internationalizing curriculum, international development, international collaboration, and linking international outreach to practical research projects are commonplace.
Critical Voice: Internationalization and Hegemonic Practices by Dr. Shazia Nawaz Awan – Dalhousie University
Internationalization in higher education is generally understood in terms of student and faculty mobility in ways that when students and faculty move to the Northern hemisphere, it is to acquire knowledge, and when they move to the Southern hemisphere of the world, it is to disseminate knowledge. These understandings have created an intellectual imbalance where there are binary divisions between the ones who give and the ones who receive.
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