Educational Philosophy and Theory 44 (4):413-431 (2012)

This article is a critical examination of practices and representations that constitute international education. While international education has provided substantial contributions and benefits for nation-states and international students, we question the discourses and practices which inform the international education export industry. The ‘brand identities’ of receiving or host countries imply that they are welcoming, respectful of multiculturalism and have a well established intellectual history, in contrast to international students' embodied experiences. There is also a tendency to represent and regard international students as disembodied learners. We conclude that these disjunctures between disembodied representations and embodied experiences are undermining the kinds of cosmopolitan sensibilities that international education claims to provide
Keywords International education   Internationalisation   Higher education   Marketing practices   Cosmopolitanism   Embodied learner
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Reprint years 2012
DOI 10.1111/j.1469-5812.2010.00722.x
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Phenomenology of Perception.Maurice Merleau-Ponty - 1962 - Atlantic Highlands, New Jersey: The Humanities Press.
Phenomenology of Perception.Aron Gurwitsch, M. Merleau-Ponty & Colin Smith - 1964 - Philosophical Review 73 (3):417.

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