2 articel

From pages 681 to 701, the article discusses how the rise in the number of international student has led to what is known as trans-nationalization of education, attained by a number of changes to educational policy. The concept of international students has led to the creation of higher education partnership, satellites, and categories between universities all over the world, hence the creation of educational networks that are trying to globalize higher education. The author goes on to add that branding students as international students is an old idea, a concept that has been historically used and continues to be used as a controversial argument for the Western great need to stipulate its differences from other parts of the world. Pedagogies in education literature has paid more attention to knowledge formation, exposing various experiences of international students and shifting educational practices.

Although there has been tremendous overlaps and intellectual exchanges between educational geographies and international student mobility literatures, there is still minimal relation between these and the pedagogies in the educational field. The article reflects the clear situation of what is happening in the majority of international higher education institutions. For example, the international student mobility literature can be explored beyond merely perceiving students in terms of their cultural capital. There are also assessments of what educational mobility entails in the social reproduction of class prestige, but rather in terms of the implications of student mobility for pedagogy. International students should not be viewed as a distinct body, rather an ongoing process intricately intertwined to an inconsistent life. The author also focuses on another main issue which is on the agency and failure of international students to take part in changing the institutions and environments which they are in. The author emphasizes that although there is some acknowledgement of the economic, political, and social impacts of student mobility, there is little recognition of international students’ role in knowledge production.

This article was written a year ago, so it is accurate and applies to the topic because it is recent. Clare Madge works in the Department of Geography at the University of Leicester; this is what gives her expertise on this topic. International university ranking schemes also have a critical role in shaping student mobility, since institutions with higher ranks are more attractive and compelling centers of education. Student mobility should be considered in terms of mobile lives and mobile jobs instead of depicting pursuit for international study as a solitude moment in which students come up with the capital required for the professional market.

International students may not be able to thrive if they are not given the chance to share the knowledge acquired. A lot of the knowledge acquired is not made available for critical analysis because it remains unleashed due to of educational pedagogies propagated by universities. The fact that they are subjected to these pedagogies means that their power is limited and cannot be explored.

The recognition of the diversity of international students and the concept of international student mobility is what gives impetus to the question of whether the concept of ‘international student’ is what should be emphasized. It also maters to critically analyze this socially and historically constructed category, as international students are always depicted as the ‘other’ in various academic avenues. The same differentiation applies in the areas of highly secure migration policies, in the light of security concerns and increased public pressures to reduce immigration thus should be discouraged.