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Inclusion, epistemic democracy and international students = the teaching excellence framework and education policy /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Inclusion, epistemic democracy and international students/ by Aneta Hayes.
Reminder of title:	the teaching excellence framework and education policy /
Author:	Hayes, Aneta.
Published:	Cham :Springer International Publishing : : 2019.,
Description:	xliii, 187 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Students, Foreign - Great Britain. -
Online resource:	https://doi.org/10.1007/978-3-030-11401-5
ISBN:	9783030114015

Inclusion, epistemic democracy and international students = the teaching excellence framework and education policy /
Hayes, Aneta.

Inclusion, epistemic democracy and international studentsthe teaching excellence framework and education policy /[electronic resource] :by Aneta Hayes. - Cham :Springer International Publishing :2019. - xliii, 187 p. :ill., digital ;24 cm.

Part I. Theorising Exclusion and Inequality through Policy -- Chapter 1. Policy as Power -- Chapter 2. Policy representations of international students in the UK -- Part II. Teaching Excellence in Higher Education and Internationalisation -- Chapter 3. Conditionality as a veiled continuation of coloniality vs. epistemic democracy -- Chapter 4. Pedagogy as a political act towards social change - the type of understanding of teaching excellence the TEF can shape? -- Chapter 5. Opportunities the TEF can offer -- Part III. A TEF metric on internationalisation - how could it work? -- Chapter 6. Suitable data -- Chapter 7. Case Study -- Chapter 8. Concluding Remarks.

This book examines the Teaching Excellence Framework, and how this and various other educational policies create conditions for the exclusion of cross-border learners. As universities become increasingly globalised and seek to recruit international students, this volume explores how the TEF can shape attitudes towards international students in UK universities, with particular regard to how current metrics may cause damage not only to the students but the universities that receive them. However, the author examines how the TEF and its equivalent could in fact foster and sustain the realisation of international students as democratic equals in university classrooms. Divided into three parts, this book begins to theorise the philosophical basis for a TEF ranking that could create an alternative system - in doing so, helping home students access benefits arising from internationalisation. This pioneering book is a call to action for broader institutional epistemic justice, and will appeal to students and scholars of international students, the TEF and teaching excellence policies more generally.

ISBN: 9783030114015

Standard No.: 10.1007/978-3-030-11401-5doiSubjects--Topical Terms:

1079545
Students, Foreign
--Great Britain.

LC Class. No.: LB2376.6.G7 / H394 2019

Dewey Class. No.: 378.1982691

Inclusion, epistemic democracy and international students = the teaching excellence framework and education policy /
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505 0 $a Part I. Theorising Exclusion and Inequality through Policy -- Chapter 1. Policy as Power -- Chapter 2. Policy representations of international students in the UK -- Part II. Teaching Excellence in Higher Education and Internationalisation -- Chapter 3. Conditionality as a veiled continuation of coloniality vs. epistemic democracy -- Chapter 4. Pedagogy as a political act towards social change - the type of understanding of teaching excellence the TEF can shape? -- Chapter 5. Opportunities the TEF can offer -- Part III. A TEF metric on internationalisation - how could it work? -- Chapter 6. Suitable data -- Chapter 7. Case Study -- Chapter 8. Concluding Remarks.
520 $a This book examines the Teaching Excellence Framework, and how this and various other educational policies create conditions for the exclusion of cross-border learners. As universities become increasingly globalised and seek to recruit international students, this volume explores how the TEF can shape attitudes towards international students in UK universities, with particular regard to how current metrics may cause damage not only to the students but the universities that receive them. However, the author examines how the TEF and its equivalent could in fact foster and sustain the realisation of international students as democratic equals in university classrooms. Divided into three parts, this book begins to theorise the philosophical basis for a TEF ranking that could create an alternative system - in doing so, helping home students access benefits arising from internationalisation. This pioneering book is a call to action for broader institutional epistemic justice, and will appeal to students and scholars of international students, the TEF and teaching excellence policies more generally.
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