Date and Venue
February 2-3 9:30-18:00 JST
In-person at Waseda University
Room 711, Building 19, Waseda University
Reception dinner provided (Registration required)
REGISTRATION REQUIRED: CLICK HERE
About the Event
Since the late 20th century, international student mobility has been expanding rapidly. National governments see international student mobility as a means to cultivate global talent, provide international aid, and promote soft power. Educational institutions promote student mobility to increase the quality of education, revenues, as well as prestige. Individual students participate in cross-border mobility for skills, knowledge, credentials, as well as the opportunity for labor migration and cultural adventures. Currently, the volume of international student mobility is unprecedented and has become a major industry, involving different levels of actors from the state to individuals. However, despite its rapid expansion and commodification, international student mobility remains largely an elite educational practice.
First, the academic and policy discourse about international education and international student mobility focuses primarily on phenomena and practices at the higher education level. Second, government policy toward international student mobility often ties international students to talent programs. Third, cross-border mobility itself is largely a practice among the elites. Most of those who have access to international student mobility at the higher education level are among the economically better-off in society or those from the global north. Even though a minority of international students might come from less socioeconomically endowed backgrounds or countries, they are often academic elites chosen for the opportunity to pursue higher education across borders.
This elitist tendency seems to be at odds with the philosophy of modern education itself. John Dewey in the early 20th century pointed out that education as an important institution in modern society should be grounded in the principles of democracy and aim to cultivate active and informed citizens who can contribute to the betterment of society. Moreover, the United Nations' Sustainable Development Goals 4 (SDG4) aim to ensure inclusive and equitable quality education for all. Granted, international student mobility entails crossing national and cultural borders and can be costly. Are there possibilities for international education to be inclusive, equitable, and rooted in democratic principles?
In this symposium, we ask how students from a wide range of social backgrounds, not just the socioeconomically affluent and academic elites, can be included in cross-border educational mobility. We pay attention to the plurality of international educational practices, including those in and beyond higher education, and those following unconventional trajectories.
PANEL I - POLITICAL PERSPECTIVES REGARDING ISM DEMOCRATIZATION
PANEL II - SOCIAL INEQUALITIES WITHIN THE CONTEXT OF ISM
PANEL III - SOUTH-SOUTH ISM: OPPORTUNITIES AND CHALLENGES
PANEL IV - COMPLEXITIES AND ETHICAL CONSIDERATIONS OF ISM
PANEL V - REGIONAL DYNAMICS OF ISM
PANEL VI - POST-GRADUATION PATHS FOR INTERNATIONAL STUDENTS
For more details, please check PROGRAM BOOK