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This paper explores 'decolonial love' as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term 'decolonial love' and extensions of this original conceptualization focus on radical self-love and resistance to colonial oppression. Scholars have also connected decolonial love with Black liberation movements. Through a narrative analysis of the Black immigrant student experiences in university, this article uses a decolonial and intersectional approach to explore how higher educational institutions can embrace a radical decolonial praxis. This approach affirms and supports Black identities in a climate of anti-Black racism. The paper will discuss implications for institutions and educators whose aim it is to decolonize their teaching practices.

This paper draws on the theory of Basil Bernstein and on more recent applications of it by Rob Moore, John Beck and Michael Young to respond to recent calls for the replacement of discipline-based university faculties and departments with "problem-based" curricula and programmes of study. It considers, particularly, the potential consequences of such a shift in higher education policy for the identities of university teachers, researchers and students, and suggests that these calls for reform are premised especially on the problematic assumption that, in Bernsteinian terms, "regionalised" curricular inputs can be expected to produce "generic" knowledge outcomes within the university. (Contains 10 notes.)

This paper explores some of the unresolved tensions in higher education systems and the contradiction between widening participation and the consolidation of social position. It shows how concepts of capital derived from Bourdieu, Coleman and Putnam provide a powerful basis for critique, but risk a deficit view of students from less privileged backgrounds. These students are more likely to attend lower-status institutions and engage with an externally focused curriculum. The paper argues for greater attention to agency, and community and familial capital, in conceptualising the resilience of those from less privileged backgrounds. While the recognition of "voice" is important, a curriculum that acknowledges the context independence of knowledge is essential if these students are not to be further disadvantaged.

This paper maps the global dimension of higher education and associated research, including the differentiation of national systems and institutions, while reflecting critically on theoretical tools for working this terrain. Arguably the most sustained theorization of higher education is by Bourdieu: the paper explores the relevance and limits of Bourdieu's notions of field of power, agency, positioned and position-taking; drawing on Gramsci's notion of hegemony in explaining the dominant role played by universities from the United States. Noting there is greater ontological openness in global than national educational settings, and that Bourdieu's reading of structure/agency becomes trapped on the structure side, the paper discusses Sen on self-determining identity and Appadurai on global imagining, flows and "scapes." The dynamics of Bourdieu's competitive field of higher education continue to play out globally, but located within a larger and more disjunctive relational setting, and a setting that is less closed, than he suggests. (Contains 1 table and 1 figure.)

This study aims to understand Korean students' motivations for studying in US graduate schools. For this purpose, I conducted in-depth interviews with 50 Korean graduate students who were enrolled in a research-centered US university at the time of the interview. In these interviews, I sought to understand how their motivations are connected not only with their family, school, and occupational backgrounds, but also with the stratification of global higher education. Theoretically, this paper attempts to combine the concept of global positional competition with Pierre Bourdieu's theory of cultural capital in the field of global education. By critically examining a push-pull model of transnational higher education choice-making, this study situates Korean students' aspirations in the contexts of global power and the hierarchy of knowledge-degree production and consumption. After analyzing the students' qualitative interviews, I classify their motivations for earning US degrees within four categories: enhancing their class positions and enlarging their job opportunities; pursuing learning in the global center of learning; escaping the undemocratic system and culture in Korean universities; and fulfilling desires to become cosmopolitan elites armed with English communication skills and connections within the global professional network. Based on this analysis, I argue that Korean students pursue advanced degrees in the United States in order to succeed in the global positional competition within Korea as well as in the global job marketplace. As they pursue advanced US degrees, Korean students internalize US hegemony as it reproduces the global hierarchy of higher education, but at the same time Korean students see US higher education as a means of liberation that resolves some of the inner contradictions of Korean higher education, including gender discrimination, a degree caste system, and an authoritarian learning culture. Therefore, this study links Korean students' aspiration for global cultural capital to complex and irregular structures and relations of class, gender, nationality, and higher education that extend across local, national, and global dimensions simultaneously. (Contains 8 notes.)

Social reproduction theory names at least two distinct traditions, one of which has a long history in educational research. Social reproduction theory in education emerged out of a concern with education's relationship to capitalist inequalities. By contrast, social reproduction feminism developed out of feminist interventions regarding the role of women's unpaid care-work in the reproduction of capitalism. In this paper, we suggest that the renewed energy surrounding social reproduction feminism provides an opportunity to revisit social reproduction theorizing in education. We review the fields' histories and ready the ground for an integrated framework. At the heart of this integration is a feminist analysis of reproductive labor in its contradictory relationship to capitalism. Expanding the analysis from the reproduction of capitalist relations to the reproduction of life under capitalism, this approach avoids the pitfalls of determinism and attends to students' participation and teachers' work in the contested labor of social reproduction. [ABSTRACT FROM AUTHOR]

This paper maps the global dimension of higher education and associated research, including the differentiation of national systems and institutions, while reflecting critically on theoretical tools for working this terrain. Arguably the most sustained theorisation of higher education is by Bourdieu: the paper explores the relevance and limits of Bourdieu's notions of field of power, agency, positioned and position-taking; drawing on Gramsci's notion of hegemony in explaining the dominant role played by universities from the United States. Noting there is greater ontological openness in global than national educational settings, and that Bourdieu's reading of structure/agency becomes trapped on the structure side, the paper discusses Sen on self-determining identity and Appadurai on global imagining, flows and 'scapes'. The dynamics of Bourdieu's competitive field of higher education continue to play out globally, but located within a larger and more disjunctive relational setting, and a setting that is less closed, than he suggests. [ABSTRACT FROM AUTHOR]

This paper examines the organization and representation of time in certain kinds of undergraduate programs, here represented by a sociology program in a US university. Written requirements for the major are analyzed as constituting a 'chart' that defines academic time in terms of units of before-after relationships. The paper shows how students 'reuse' these temporal units when charting paths through the university and reckoning their academic work to specific futures. [ABSTRACT FROM AUTHOR]

This paper reviews the existing literature to discuss how critical race theory has been applied as a theoretical framework to higher educational research in the United States and what its contributions are. To provide necessary context, I will discuss race and racism in the United States, the background of US higher education in relation to race, the emergence of critical race theory and its application in US higher education. [ABSTRACT FROM PUBLISHER]

This paper explores Indian women's views on arranged marriages in the United Kingdom. It is based on research carried out with 32 Indian women studying at a university in the South East of England, UK. The article draws on Wenger's social theory of learning to explore how Indian women's participation in communities of practice in higher education contributes to their participation in arranged marriages. The concept of 'social capital' is used to discuss how women are able to negotiate their participation in arranged marriages, It is used to examine the knowledge and identity resources that women develop through their participation in higher education, which provides them with the means from which to develop the necessary 'bridging ties' leading to their active participation in the wider South Asian community. [ABSTRACT FROM AUTHOR]

International graduate students’ occupational trajectories have rarely been studied, although many studies exist on their learning experiences in foreign universities. Based on 80 qualitative interviews, this article aims to understand how, where, and why these students obtain jobs in academe and corporations. I focus particularly on Korean professionals who received graduate degrees from US universities and who later obtained jobs in Korea or the United States. The theoretical component of this work is based on two important concepts – global cultural capital and global positional competition – both of which are seen to be based on a global hierarchy of academic degrees and professional knowledge. This study empirically tests and elaborates Phillip Brown’s three rules of inclusion and exclusion in global positional competition. By looking at international students’ transnational occupational trajectories, this study aims to understand how global education, transnational job opportunities, and social inclusion and exclusion interact in diverse ways. [ABSTRACT FROM PUBLISHER]

Drawing upon two ethnographic studies of affluent and elite co-educational secondary schools in the United States, Weis and Cipollone spotlight the explicit ‘class work’ of a now highly insecure middle/upper middle class, as they attempt to maintain advantage via entrance to particularly located post-secondary destinations. Affirming the notion that class position must now be ‘won’ at both the individual and collective level, rather than constituting the ‘manner to which one is born,’ the authors track and theorize intensified preparation for and application to particular kinds of post-secondary destinations in an increasingly segmented national and international marketplace for higher education. Although the US media have taken note of such ‘application frenzy,’ little scholarly work tracks and theorizes this ‘frenzy’ as a distinctly ‘class process,’ one that represents intensified ‘class work’ at one and the same time as class ‘winners’ and ‘losers’ become ever more apparent in the larger global arena. [ABSTRACT FROM PUBLISHER]

This article examines how and by how much the existence and performance of the Journal of Educational Sociology contributed to the different dimensions of the institutionalization of its branch of knowledge. According to E. George Payne, the periodical's founder, the Journal was originated for the purpose of representing the field of educational sociology in the U.S. By representing this field of study, the Journal also made an important contribution to the more comprehensive process of institutionalization. The possession of a journal is not only in itself a component of this process, but it furthers what appear to be its three other dimensions. First, the acceptance of the subject by higher education, in particular the universities, with the concomitant production of appointments, curricula, examinations, research facilities, and others, in this context it has been perceptively pointed out that university organizational practices and mechanisms may equally well hold up or speed up the process. Next, the rise of an attached group of professional workers, generally accepted as such, and enjoying the esteem and autonomy that the term implies. Lastly, the acceptance of the field as a legitimate area by public bodies, especially ones able to fund teaching and research activities, and thus more particularly, governmental agencies.