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Diana Brydon – Building Transnational Research and Learning Cultures – McMaster Seminar Jan 10 2013


DEANEpres_msg Patrick Deane President McMaster University[/caption]

Abstract: Universities globally are developing internationalization initiatives yet there is little consensus as to how internationalization might best be achieved or why it matters. While there is some talk of teaching global citizenship and advancing the ‘diplomacy of knowledge,’ most of the arguments for internationalization stress the need to compete in a global marketplace and the potential economic benefits. Yet there are other models for thinking about internationalization in twenty-first century contexts, which start with a different set of problems to be addressed and questions we need to ask. These models ask how universities can help their stakeholders engage ethically with the world. They are based on the belief that universities have a role to play in meeting the challenges posed by a changing world order, but to play that role effectively, universities themselves will need to change. In this paper, I will ask how those of us working in higher education might fulfill our traditional roles of knowledge preservation, transmission, and creation in ways that can help our communities (local, national, and global) negotiate the complexities of our fast moving and deeply entangled world. This talk builds on my experience working with feminist and postcolonial models of transnational research and learning cultures within international, interdisciplinary team projects examining “Globalization and Autonomy” “Building Global Democracy,” and the “Brazil/Canada Knowledge Exchange: Developing Transnational Literacy.”

The full paper may be downloaded as a pdf.

Works Cited

Ahmed, Sara. (2012) On Being Included: Racism and Diversity in Institutional Life. Durham: Duke University Press.

Appadurai, Arjun. (2006) “The Right to Research.” Globalisation, Societies, and Education. 4 (2): 167-77.

Baumann, Andrea et al. (2012) Forward with Integrity: Internationalization Task Force Position Paper. Hamilton: McMaster University. May 4, 2012.

Chen, Kuan-Hsing. (2010) Asia as Method: Towards Deimperialization. Durham: Duke University Press, 2010.

Connell, Raewyn. (2011) Confronting Equality: Gender, Knowledge and Global Change. Cambridge: Polity.

Deardorff, Darla K. and Adinda Van Gaalen. (2012) “Outcomes Assessment in the Internationalization of Higher Education.” In Deardorff, Darla K., Hans de Wit, John D. Heyl, Tony Adams, ed. The SAGE Handbook of International Higher Education. Los Angeles: SAGE.  167-189.

Knight, J. (2004) Internationalization remodeled: Definition, approaches, and rationale. Journal of Studies in International Education. I. 5-31.

Mignolo, Walter.  (2012) “Globalization and the Geopolitics of Knowledge: The Role of the Humanities in the Corporate University.” In Kelypas, Kathryn L. and McDougall, James. I., eds. The American-Style University at Large: Transplants, Outposts, and the Globalization of Higher Education. Lanham, Maryland: Lexington. 3-39.

Santos, Boaventura de Sousa, J.A. Nunes, and M.P. Meneses (2007) “Opening up the canon of knowledge and recognition of difference.” In Another knowledge is possible: beyond Northern epistemologies, ed. Boventura de Sousa Santos. London: Verso. Ix-lxii.

Date: Thursday,January 10, 2013 2:00-3:30 p.m.

Venue: Council Chambers, GH 111

More information: The McMaster Seminar on Higher Education: Practice, Policy, and Public Life

The McMaster Seminar on Higher Education: Practice, Policy, and Public Life is a new lecture series presented by the Office of the President. The aim of the annual series is to encourage dialogue and inspire critical thought within the McMaster and the broader Hamilton communities. It is intended that the topics will be timely, interdisciplinary, and far-reaching, guided by the key questions and challenges facing higher education institutions and the communities they serve. In considering and challenging current paradigms, the series will be both thought-provoking and imaginative. It will emphasize the importance to the academy, and to society as a whole, of thinking critically and engaging in meaningful discussion of challenging issues. The series is intended to be of relevance for a wide audience and all members of the community are welcome and encouraged to attend.

This year, the series will feature speakers presented by The Public Intellectuals Project, the Centre for Leadership in Learning, and the Office of the President

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