Higher education cooperation in ASEAN: building towards integration or manufacturing consent?
Hart N. Feuer
Anna-Katharina Hornidge
Abstract
The triad of cooperation, international exchange, and integration among institutions of higher education has become the new norm in the global experience of learning and academic training. The goal of improving and standardising the academic experience across countries is now typically also associated with fostering cultural and political ties and complementing processes of cultural integration and economic growth. Behind the rhetoric of many new initiatives, however, is a competition of geopolitical proportions, in which various national or regional systems of higher education try to shore up their positions or conquer new territory. In this paper we assess these discursive and material battles over institutional hegemony in Southeast Asian higher education by drawing on the sociology of knowledge approach to discourse. We critically address the competitive negotiation over higher education taking place between international and Southeast Asian educational players, asking whether these contribute more to integration than reinforcing dominant higher education domains.
Feuer H.N. and Hornidge A.-K. (2015) Higher education cooperation in ASEAN: building towards integration or manufacturing consent? Comparative Education 51(3): 327-352. 10.1080/03050068.2015.1031474
@article{Feuer2015,
Title = {Higher education cooperation in ASEAN: building towards integration or manufacturing consent?},
Author = {Feuer, Hart N. and Hornidge, Anna-Katharina},
Editor = {},
Journal = {Comparative Education},
Year = {2015},
Pages = {327-352},
Volume = {51},
Doi = {10.1080/03050068.2015.1031474},
Abstract = {The triad of cooperation, international exchange, and integration among institutions of higher education has become the new norm in the global experience of learning and academic training. The goal of improving and standardising the academic experience across countries is now typically also associated with fostering cultural and political ties and complementing processes of cultural integration and economic growth. Behind the rhetoric of many new initiatives, however, is a competition of geopolitical proportions, in which various national or regional systems of higher education try to shore up their positions or conquer new territory. In this paper we assess these discursive and material battles over institutional hegemony in Southeast Asian higher education by drawing on the sociology of knowledge approach to discourse. We critically address the competitive negotiation over higher education taking place between international and Southeast Asian educational players, asking whether these contribute more to integration than reinforcing dominant higher education domains.},
}
TY - JOUR
AU - Feuer, Hart N.
AU - Hornidge, Anna-Katharina
TI - Higher education cooperation in ASEAN: building towards integration or manufacturing consent?
T2 - Comparative Education
PY - 2015
SP - 327-352
VL - 51
DO - 10.1080/03050068.2015.1031474
AB - The triad of cooperation, international exchange, and integration among institutions of higher education has become the new norm in the global experience of learning and academic training. The goal of improving and standardising the academic experience across countries is now typically also associated with fostering cultural and political ties and complementing processes of cultural integration and economic growth. Behind the rhetoric of many new initiatives, however, is a competition of geopolitical proportions, in which various national or regional systems of higher education try to shore up their positions or conquer new territory. In this paper we assess these discursive and material battles over institutional hegemony in Southeast Asian higher education by drawing on the sociology of knowledge approach to discourse. We critically address the competitive negotiation over higher education taking place between international and Southeast Asian educational players, asking whether these contribute more to integration than reinforcing dominant higher education domains.
ER -
