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Since the Eastern enlargement in 2004, the EU has paid exceptional attention to strengthening civil society organizations (CSOs) in new member and candidate states, including Turkey. While the EU's contribution to Turkish CSO empowerment is ambivalent in general, women's organizations have benefitted from the opportunities connected to the accession process. However, since 2007, the AKP government has been hesitating to further the EU-membership project. Distancing at the state level has also resulted in the weakening impact of the EU on civil society. We argue that de-Europeanization can be observed in securing financial and technical assistance, weakening normative power of the EU, and changing perceptions towards internationalization and Europeanization. Moreover, distancing from international donors has resulted in changing nature of the relationship between CSOs and local donors, both state and private. [ABSTRACT FROM AUTHOR]

Ideological discourses of Central Asia have been subject to much research. However, the use and the role of ideological discourses in framing internationalization of education policy has been largely overlooked. While much has been studied on how and why internationalization of higher education (HE) became indispensable part of tertiary sector, the cases where internationalization of HE is confronted by a government ideology agenda has largely remained outside of scholarly attention. This pioneering research offers analysis on ideology-based resistance to internationalization of education in authoritarian regimes. The paper argues that it is the framing of internationalization as a threat to national ideologies and a national model of education that confronts HE internationalization in some authoritarian political orders. The paper uses the case of post-Soviet Uzbekistan that promoted national ideologies as the basis of its education model. To support its argument, the paper analyses the official discourses of former President Islam Karimov of Uzbekistan (1991–2016) and the statements of government officials on the country's national education model. It also analyses the interviews held with staff of HE institutions in Tashkent. [ABSTRACT FROM AUTHOR]

This paper examines the divergent trajectories of automotive investment and employment in Detroit, Michigan and Windsor, Ontario. Located on opposite shores of the Detroit River, in the United States and Canada respectively, Detroit and Windsor are the founding cities of the North American auto industry. Long dominated by the Big Three, their factories have produced vehicles for the same continental market since 1965. Each has weathered parallel challenges since then, including spikes in the price of oil, the Big Three's loss of market share, the transition to lean production, and the near-collapses of Chrysler and GM. Yet Detroit began deindustrializing decades earlier and lost much more employment than Windsor. To determine why, we compared their automotive sectors from 1900 to the 2010s. Since the Depression, each city has repeatedly confronted the prospect of deindustrialization, but three factors have made Windsor more resilient: (1) federal and provincial interventions on its behalf, (2) Windsor's greater competitiveness with respect to factor costs, quality, and innovation, and (3) Windsor's annexation of outlying territory to capture new factories. These differences show how national, subnational, and regional/local policies have mediated corporate decision-making to produce a variegated North American Rust Belt, with Canada outperforming the United States. [ABSTRACT FROM AUTHOR]

In 2018, the G20 endorsed the 'Roadmap to Infrastructure as an Asset Class'. This document crystallizes a roaring policy agenda focused on transforming 'infrastructure' into a homogeneous, tradeable investment opportunity, attractive to global financial markets. Although the Roadmap is formally a mere policy blueprint, this article studies it as a legal document—one whose purpose is to code infrastructures into capital. Specifically, the article makes three claims, two analytical and one normative. First, that the Roadmap's way of attracting investors ultimately consists in shielding the decision-making processes related to the design and maintenance of infrastructures from democratic interference. Second, that these restrictions are enforced through global governance mechanisms that push the relevant decision-making authority from the national to the global. And third, that the Roadmap's agenda is problematic from a democratic standpoint, because it disempowers those who should have a say over the development and maintenance of these infrastructures. [ABSTRACT FROM AUTHOR]

Support for EU membership has long been an important topic of study. Individual-level research shows that winners of globalisation, including the higher educated, express greater EU support as they profit from economic and cultural conditions resulting from European integration. Recent context-focused work suggests that individuals in 'left-behind' places are less supportive of EU integration because of their home regions' weaker long-term economic conditions. This paper brings these two research strands into conversation with each other by examining how the relationship between EU support and individual-level education is contingent on subnational economic conditions. Using harmonised Eurobarometer data from almost 750,000 respondents spanning 2004–2019, combined with subnational economic data from 201 European regions, we find no evidence that subnational economic conditions influence the relationship between EU support and respondents' education level. At the same time, when cross-sectionally comparing long-term differences between regions, we find that EU support is positively related to regional GDP per capita (though unrelated to regional unemployment), among both the higher and lower educated, and especially in the post-Great Recession period. Longitudinally, EU support is positively related to declining regional unemployment, both among the higher and lower educated, but not to increasing regional GDP per capita. [ABSTRACT FROM AUTHOR]

In the current triad competition between the US, the EU, and China, globalization-relevant infrastructures serve both as the means and ends of conflicts. This paper asks how this historical constellation of geoeconomic competition has changed the infrastructure policy of its centers. Its political-economic perspective discusses infrastructures not just in terms of their strategic instrumentalization, but also of their role in global production and geoeconomic competition. It underlines how infrastructures serve as fixes that counteract internal crisis dynamics and allow for an expansion of productive activity. The paper undertakes an empirical comparison of the triad centers' central infrastructural measures and flagship projects. The results highlight a shared reorientation towards infrastructure policy that is driven by internal crisis dynamics and external competition over contested markets. Yet, it also reveals the varieties of infrastructural approaches as regards political objectives, modes of policy-making, and the role of national businesses. [ABSTRACT FROM AUTHOR]

In recent years a variegated form of globalization has been crystallising in Eurasia, dragging countries of the region into the path of Chinese and Russian models of capitalist development. Conventional accounts of globalization hinder the conceptualization of these variegated forms by associating the phenomenon with a homogenization process. This study, through the concepts of generative mechanisms and unevenness, develops a theoretical framework for alternative forms of globalization. In this contextualization, globalization is constantly being shaped by social agents and operates in an uneven world structure, generating geographical variations. With its new political-economic strategy, Turkey is a remarkable testing ground for analysing the impact of a variegated form of globalization in the Eurasia region. By scrutinizing the noteworthy case of Turkey's Chinese model, this article reveals the peculiarities of the Eurasian form of internationalization that is becoming more influential on the domestic social structures of the countries in the region. [ABSTRACT FROM AUTHOR]

The world of work is changing rapidly in myriad ways. The processes of digitization are enabling workers from different parts of the world to compete in a global market over the Internet without moving to different locations. Many employers are opting for hybrid working solutions in light of the COVID-19 pandemic. As a result, some commentators have suggested the end of globalization, while others are hoping that a fairer society will emerge. This paper departs from such rigid assessments of the future of work and instead attempts to understand the multi-dimensional transformations in the world of work through the lens of the global gig economy. It argues that the gig economy is the latest manifestation of capitalism's drive to accumulate which in turn produces uneven geographical developments. It concludes by outlining some strategies to build better work futures in a globalized world. [ABSTRACT FROM AUTHOR]

Situating affect in the soundscapes of suona as a Chinese musical instrument in various media, this study investigates how these mediated soundscapes shape social ideologies, hierarchies of cultures, and social resistance in ancient and contemporary China. Several mediated soundscapes are tapped into, including (1) the poem titled "To the Tune of Seeing the Emperor-Ode to the Trumpet"; (2) a TV program demonstrating how suona can be "languaging" in localized contexts; (3) a famous movie titled "Song of the Phoenix" capturing the contestation of affective regimes represented by the Chinese conventional versus the Western modern; (4) works of a well-known rock band, the Second-Hand Rose, showing how two differing affective regimes were conflated. In examining these mediated soundscapes, this study showcases how stratifications of cultures as the high versus the low, the conventional versus the modern, vernacularism versus globalism are constructed, resisted, and transmuted via competition and conflation of affective regimes in Chinese media. [ABSTRACT FROM AUTHOR]

Universities engage in international collaboration for a number of reasons. In the global North, which is characterised by wealth and power, universities increasingly use international collaboration for competitiveness and marketisation. In contrast, the global South engages in collaboration to strengthen research and build knowledge capacity. Prior studies argue that trust, mutual benefits, and achieving shared understandings and ways of working are important for sustainable collaboration. However, the studies generally examine what makes a "good" collaboration well after collaboration has been initiated. The contribution of this study is therefore to exemplify the relationship-building process between academics from an Ethiopian and Swedish university. The study is based in "co-operative inquiry" and uses data collected in April 2019 from questions composed by each set of academics, which were deliberated during their initial meeting. Their experiences of enablement and constraint in research collaboration and their motivations for pursuing a new collaboration are in focus. [ABSTRACT FROM AUTHOR]

This article traces the state takeover and neoliberal reconstruction of a mid-size urban school district in the California Bay Area. Aligning with research on social networks in school reform, it identifies three organizational nodes of power operating within the takeover and post-takeover landscape: venture-philanthropic capital, the Teach for America organization, and a local intermediary organization that acted as a hub for the capital and labor flowing from these organizations. Their story demonstrates the concrete ways in which an increasingly globalized funding and policy network converged at the district level in order to implement a unified policy agenda. The network's role in school politics, real estate, and gentrification provides a template for the transnational work of school reformers and their role in creating the neoliberal 'global city.' [ABSTRACT FROM AUTHOR]

This study examined fame-seeking mass shooters worldwide who attacked from 1999 to 2022 to identify their profiles, behaviours, influences, and trends. Quantitative analyses revealed many similarities between fame-seeking shooters in the United States and in other countries: compared to other mass shooters, they were more frequently young and more likely to target schools, commit suicide, and kill and injure many victims. Fame-seeking mass shooters who attacked outside the United States appeared more likely to have been influenced by American mass shooters than by perpetrators from all other countries, combined. Findings also showed a substantial rise in the number of fame-seeking shooters over time, along with increases in the proportion of mass shooters who sought fame and the average number of victims they killed. We discuss the implications of these disturbing trends and offer an assessment for the future. [ABSTRACT FROM AUTHOR]

This paper aims to explore the relation between international competitiveness and currency internationalization by employing an analytical framework and applying it to RMB internationalization. Our results reaffirm that economic size, financial market development and network externalities are keys in currency internationalization. We also find that international competitiveness is a potential determinant of currency internationalization. However, a more comprehensively and fully measured index of international competitiveness than the GCI is needed to investigate the potential relation between international competitiveness and currency internationalization. The RMB could become an international reserve currency that is larger than the Japanese yen and the British pound sterling, but still lags far behind the US dollar and the euro by 2035. Given the network externalities and historical experience of currency internationalization, however, it will be a long and bumpy process for the RMB to become an international currency, particularly an international reserve currency. Exploring the relation between international competitiveness and currency internationalization; Reaffirming economic size, financial market development and network externalities as keys in currency internationalization; International competitiveness is a potential determinant of currency internationalization; The RMB could become an international reserve currency by 2035; RMB internationalization will be a long and bumpy process. [ABSTRACT FROM AUTHOR]

Due to globalization, English as a medium of instruction (EMI) has gained popularity in higher education. While EMI is mostly adopted in content courses, content instructors may explicitly or implicitly attend to language to help students comprehend course content. However, little research has explored how content instructors provide language support and its impact on students' learning. Adopting the concept of language-related episodes, this study first identified the foci and strategies of the episodes initiated by an EMI instructor and then investigated the effects of EMI and the episodes on students' academic and vocabulary development. The results indicated that the instructor often focused on disciplinary vocabulary and used code-switching as a strategy. In addition, students showed improvement in academic and disciplinary vocabulary, though EMI seemed only to have a slight and indirect effect on students' academic vocabulary gains. Overall, the findings confirm the importance of language support in EMI courses and call for collaboration between content and language experts in developing effective language support strategies. [ABSTRACT FROM AUTHOR]

The increasing popularity of radical right, anti-immigrant, neo-nationalist movements can be seen as a response to super-diverse and complex migration and globalization processes challenging the ideology of the 'nation-state' and the traditional education system. Based on the question of how English is increasingly viewed as a threat to Swiss national languages and identities, this study presents data from Switzerland, often portrayed as the ideal multilingual country. Such a challenge was nevertheless confirmed through the qualitative analysis of 38 in-depth interviews conducted with students and teachers at three secondary schools in three language regions, policy makers, and open-ended questions from 94 student questionnaires. Language education policies have divided the educational landscape into certain regions prioritizing English over a national language and others adhering to the traditional curriculum. The data reveal strong ideological beliefs, lacking intranational communication, and personal as well as societal struggles of positioning based on linguistic competences, expectations, and policies. This article advocates for interdisciplinary approaches to (language) education as societies' and students' needs constantly evolve and calls on all learners' and educators' responsibility to counteract such movements. [ABSTRACT FROM AUTHOR]

The increasing impact of internationalisation in higher education worldwide has led to the growing use of English as a medium of instruction (EMI). Much research on this phenomenon has focused on stakeholders' viewpoints, but there is increasing interest in investigating interaction in EMI classrooms. One interactional practice which is relatively unexplored is that of EMI lecturers' use of examples when co-constructing knowledge with students. This study explores how EMI lecturers provide examples to introduce and develop disciplinary content in their field. Using an interdisciplinary approach which combines Multimodal Conversation Analysis (CA) and the Autonomy dimension of Legitimation Code Theory (LCT), we analyse three exemplification sequences taken from a corpus of 46 hours of video-recordings of online teaching in three different disciplines (chemistry, business administration, food engineering) at a state EMI university in Turkey. The CA findings of the study show how the lecturers use a range of interactional and multilingual resources in the exemplification sequences to position students as more or less knowledgeable in relation to globally and locally relevant examples. The LCT Autonomy analyses trace the trajectories through which target and non-target knowledge moves as part of lecturers' knowledge-building practices. The interdisciplinary findings of the study have implications for lecturer training and professional development in English medium universities. [ABSTRACT FROM AUTHOR]

The 'See the World – Winchester' programme was funded by the UK Turing scheme in 2021–2022 and aimed to broaden the horizons of historically marginalised students who may not otherwise have had access to extracurricular opportunities such as international travel. The purpose of this article is twofold. Firstly, the authors reflect on the successes, failures and challenges involved with running internationalisation activities during a time of travel disruption. Secondly, this article presents findings from a small-scale evaluation that sought to measure the impact of short-term mobility with historically marginalised or under-represented students. The paper is useful for institutions looking to run international mobilities with students during a period of travel disruption using the COVID-19 pandemic as a case study. In addition, the findings highlight the experiences and benefits to students participating in short mobilities, which include, a cultural experience, opportunity for personal growth and development, enhanced employability, and ultimately, broader horizons. [ABSTRACT FROM AUTHOR]

This editorial introduces the Special Issue on Global Islamophobia. Discussing the seven articles in the Special Issue, we critically assess current theorizations that contend that US imperialism and racialization are fundamental to Islamophobia. The scholarship collected in this Special Issue demonstrates that these are only two of many important dimensions of global Islamophobia. This editorial introduces a matrix of global flows and modalities of Islamophobia as a framework to support global, comparative research on Islamophobia that goes beyond the "Western horizon" that characterizes current research in the field. Then, it describes these flows and modalities and how they provide a coherent basis for research on Islamophobia at a planetary scale. The articles, which focus on transnational articulations of Islamophobia and the role of Islamophobia in group-making across the world, demonstrate the plasticity and compatibility of Islamophobia with a wide range of political agendas, cultural contexts and identities. [ABSTRACT FROM AUTHOR]

In the wake of anti-Muslim violence in Buddhist majority states in Asia, increased scholarly attention is paid to anti-Muslim Buddhist nationalism. These studies have paid particular attention to historical legacies within the confines of state borders, be they colonial or post-colonial. However, as this paper shows, the concerns raised in Buddhist anti-Muslim nationalism are not only shaped by local contexts. On the contrary, they are very much informed by global discourses and concerns. Drawing on media and globalization theory, this paper explores the transnational and global aspects of anti-Muslim Buddhist nationalism, arguing that it needs to be understood as a constituent element of global Islamophobia(s). Moreover, the paper shows that Buddhist Islamophobia cannot be reduced to being the result of Western export of Islamophobia globally. Rather, Buddhist Islamophobia has to be understood as a global as well as a globalizing phenomenon, contributing in its own right to global Islamophobia(s). [ABSTRACT FROM AUTHOR]

The article offers information on the concept of "borders" from the perspective of an overseas Korean in Japan, reflecting on personal experiences and global trends. Topics include the increasing number of walls and barriers around the world, contrasting with optimistic predictions of border decrease in the era of globalization.

Phenomenon: In recent decades, medical education practices developed in Western countries have been widely adopted in non-Western countries. Problem-based Learning (PBL) was first developed in North America and it relies on Western educational and cultural values, thereby raising concerns about its 'lift and shift' to non-Western settings. Approach: This review systematically identified and interpretively synthesized studies on students' and teachers' experiences of PBL in non-Western medical schools. Three databases (ERIC, PsycINFO, and MEDLINE) were searched. Forty-one articles were assessed for quality using the Critical Appraisal Skills Program (CASP) checklist and synthesized using meta-ethnography. The final synthesis represented over 5,400 participants from 18 countries. Findings: Findings were categorized into three different constructs: Student Engagement, Tutor Skills, and Organization and Planning. Our synthesis demonstrates that medical students and teachers in non-Western countries have varied experiences of PBL. Students engage variably with PBL, consider knowledge to be better acquired from authoritative figures, and deem PBL to be ineffective for assessment preparation. Student participation is limited by linguistic challenges when they are not native English speakers. Teachers are often unfamiliar with the underlying philosophical assumptions of PBL and struggle with the facilitation style needed. Both students and teachers have developed modifications to ensure that PBL better fits in their local settings. Insights: Given the significant adjustments and resource requirements needed to adopt PBL, medical school leaders and policy makers in non-Western countries should carefully consider possible consequences of its implementation for their students and teachers, and proactively consider ways to 'hybridize' it for local contexts. [ABSTRACT FROM AUTHOR]

Contemporary nationalism in the West tends to be understood in ethnic terms and associated with a bottom-up reaction to disliked effects of globalization, in particular migration. But there is also a top-down nationalism that is inherent in states' boundary-policing and – constituting membership policies. This paper draws the contours of a state-level neoliberal nationalism. Its imprint can be found in social policy, citizenship policy, and – the focus of this paper – immigration policy, in particular for the highly-skilled. Neoliberal nationalism combines diversity and meritocracy, and thus a modicum of cultural and economic liberalism. The prefix 'neo' flags the refashioning of political community from solidarity-based to contract-based, conditional on individual contribution and strict reciprocity. [ABSTRACT FROM AUTHOR]

Movements on the Right and Left have long contested EU politics and policy choices. By analysing public opinion data and the positions of right- and left-wing movements, the article highlights increasing criticism of European integration on the Right, and a persistent critical vision on the Left which challenges the content of EU policies rather than the existence of a European polity. Far-Right movements have moved from Euroscepticism to radical EU-refusal, while the Left has remained anchored in critical Europeanism. We present how these debates are linked with public opinion before looking in some depth at frames in Left and far-Right social movements. We then reflect on how these frames have targeted or reconfigured the meanings attributed to EU responsibility. While addressing how social movements voice and bring citizens' opinions into the policy-making process (responsiveness), our research illustrates the contested nature and construction of the idea of 'responsible government'. We find a clear line of demarcation between the Left and the Right concerning the legitimate territorial scale of the EU's responsibility: while the Left calls for responsibility to expand beyond the continent to the global scale, the Right criticises the intrusion of the EU into national policy making as illegitimate. [ABSTRACT FROM AUTHOR]

This article examines the question of whether the G20 can support liberal notions of international order. It contends that the contribution of the G20 to promote order has not been fully considered and that there are significant difficulties but some limited possibilities whereby the G20 can support liberal aspirations related to international order. It is the case that the G20 offers prospects for a broader and more pragmatic conception of order to promote the stability of globalisation. This pragmatic possibility has always been present in the G20's informal association of developed states and rising states which has had a flexible agenda that attempts to address both the economic and social aspects of globalisation. This article argues that the recent engagement by the G20 with the Sustainable Development Goals (SDGs) points to a possible impetus for a post-liberal foundation of a pragmatic order able to manage a multifaceted understanding of globalisation. [ABSTRACT FROM AUTHOR]

Transnational corporations have been long recognized as the building blocks of global system theory and their impact is widely acknowledged and studied. By comparison, we have insufficient understanding of transnational practices 'from below'. We argue that focusing on transnational migrant entrepreneurship is a novel opportunity to gain insights into the social and economic processes of 'globalization from below'. Such processes refer to the dynamics and practices initiated by actors outside the hegemonic socio-economic spheres who, using various resources, move people, goods and ideas across national borders to create small-scale enterprises thus connecting distant places and people around the world. This special issue brings together a transdisciplinary group of researchers who examine the spatialities, mobilities and resources of transnational migrant entrepreneurs in Asia, Europe, North Africa, South America and the USA. The rich empirical base, coupled with diverse research methods, provides new insights into the phenomenon to scholars, policymakers and practitioners. [ABSTRACT FROM AUTHOR]

Transnational entrepreneurship has its origins in studies on IT entrepreneurs in the US, and on the role of contextual influences that enable the emergence of vibrant entrepreneurial ecosystems. In this paper, we look at the role of institutional actors and their transnational connections on transnational entrepreneurship. Based on interviews with institutional actors in two IT hubs of the Californian Silicon Valley and the Maltese Silicon Valletta, we reveal how the transnational connectedness of entrepreneurial ecosystems emerges from the transnational connections of these institutional actors. We further map the connectedness between industry-specific entrepreneurial ecosystems, and we conceptualize these as intra- and cross-categorical transnational connections. This illustrates the mechanism of IT, industry-specific entrepreneurial ecosystems, differing from the logic of other industries, such as finance. This industry-specific perspective of entrepreneurial ecosystems reveals how they are transnationally connected and how transnational entrepreneurship 'from below', and its associated mobility contribute to the overall global economy. [ABSTRACT FROM AUTHOR]

Through a multi-sited physical and virtual ethnography of Chinese migrant women's entrepreneurship in Taiwan, this paper illuminates the role of digital migrant entrepreneurship in the making of globalisation. In the digital age of gendered migrant entrepreneurship, it challenges the long-lasting dichotomy between 'bottom-up' and 'top-down' globalisation and contributes to the theoretical debate about migrant transnational entrepreneurship, elucidating how capitalism and globalisation can take multiple forms. Drawing on Chinese women's migratory biographies and the commercial geographies of the objects they trade between China and Taiwan, it shows how our global economic system is simultaneously forged by supply-chain capitalism and migrants' digitalised petit capitalistic practices. Chinese migrant workers firstly manufacture goods whilst working for multinational companies in China, then, after marriage-migration, they commercialise the products in Taiwan via WeChat. Findings illustrate the link between ICTs, migrant entrepreneurship, gendered social networks, and border transgressions in shaping a mutable globalisation. [ABSTRACT FROM AUTHOR]

The internationalisation of higher education as well as the emergence of evidence for the claim that bi/multilingualism in science should be the norm, not just an option, are conditions that explain the rise in university bilingual science courses. Thus far, however, little is known about how to foster bilingual scientific argumentation in this type of course. The purpose of this study was to provide evidence that the creation of bilingual scientific argument podcasts (BSAP) – a form of podcast where two languages are used to communicate elements of scientific argument structure (e.g. argument, counterargument, rebuttal) – can be used as a springboard to foster undergraduate bilingual scientific argumentation. The data was derived from scripts of the podcast episodes produced by twenty-seven students (19 females and 8 males, 19–25 years old) during a university Spanish-English bilingual science course taught within a formative assessment environment. Results indicate that student-created BSAP effectively enriched participants' skills to produce (counter) arguments and rebuttals in Spanish (g = 0.79) and in English (g = 1.20). Moreover, findings suggest that undergraduates benefited from formative assessment practices such as instructor feedback and peer feedback. Implications related to bilingual science education practices and supporting students' development of bilingual scientific argumentation within formative assessment environments are discussed. [ABSTRACT FROM AUTHOR]

This paper explores how BRAC's Targeting the Ultra Poor graduation program was globally adopted as a successful pathway for extremely poor households to build sustainable livelihoods and improve their conditions. It explores how this Southern model of development and transformation became an integral part of global knowledge. The paper also highlights a fundamental element of BRAC's vision and pedagogical approach – enabling the powerless, especially women, to organise and exercise their agency for bringing about change – and suggests this as an important next step in graduation programming. [ABSTRACT FROM AUTHOR]

This article analyzes the localization strategies of Netflix and Disney+ Hotstar, positing India as a distinctive cultural-industrial contact zone. The Indian market's size, scale, and cultural and linguistic diversity make it a remarkable region for an epistemic inquiry into global industrial contact zones created by transnational streaming platforms. I map the relative power of Netflix and Disney+ Hotstar in relation to India's strong local film and entertainment industry. In doing so, I identify two types of localization strategies: the cosmopolitan local and the indigenized global. These strategies encompass content, aesthetics, audiences, and local industry dynamics. This essay explains the cultural and global mobility of media forms tied to cricket and Bollywood and argues that these forms accord the Indian mediascape a distinctive agency, presenting an antipodal inversion of imperialistic discourses of Western hegemonic media power. [ABSTRACT FROM AUTHOR]

We introduce this special issue with an elaboration of the concept of human rights globalization as a dynamic process that involves local and global action by civil society and other actors to strengthen governments' accountability to global human rights norms and standards. This process challenges economic globalization that prioritizes international trade and financialization over human rights. Recent decades have seen growing movements of activists appealing to global human rights norms as they mobilize popular pressure on local and national authorities. We provide a brief overview of contributions to this special issue, which describe these movements and their impacts on the long-term strengthening of global human rights governance. [ABSTRACT FROM AUTHOR]

This conceptual study examines the neoliberal knowledge economy as a dimension of globalisation policy within East Asian higher education. In exploring the practice of linguistic instrumentalisation, this inquiry aims to demonstrate the influence of English on the hereditary reproduction of social class. Calling on the theories of Pierre Bourdieu and Michel Foucault, this inquiry explores the interplay between one's hereditary and ultimate class membership and how proficiency in English mediates this hierarchy. Reinforced by a doxic knowledge of the 'entrepreneurial' credential ladder, aptitude in English represents a 'weapon' of empowerment (symbolic capital), used to certify and signal global readiness. Nevertheless, the meritocratic 'freedom of choice' leitmotiv supporting neoliberal governmentality fails to rationalise not only the class-conscious capitals that enable foreign language education but the ideological agendas that inhibit agency in such a manner as choosing English remains contingent rather than free. Given the economic benefits associated with EFL proficiency, this inquiry foregrounds inherited social class within its analysis, moving towards a deeper engagement with the socio-economic dimensions of foreign language education and the processes by which education is (further) reduced to strengthening pre-existing power relations. [ABSTRACT FROM AUTHOR]

Ancient Chinese civilisation developed two ideas about the ordering of large human spaces. The first was tianxia or 'all under heaven', the inclusive and cosmopolitan world as a whole, with no exterior, and governance on the basis of shared values and benefits, which first shaped statecraft in the Western Zhou dynasty (1047–1771 BCE). Second, the centralised nation-state which emerged in the Qin dynasty (221–206 BCE). Both strands have been influential through Chinese history. In the last twenty years discussion of tianxia has revived, especially through Zhao Tingyang, stimulated by globalisation and the need for practical relations beyond the nation state. This paper proposes one version of tianxia as a heuristic for understanding, rethinking and remaking ethical relations in worldwide higher education. It reviews different understandings of tianxia in China, identifies a world-centred (rather than China-centred) tianxia , and discusses the potentials of tianxia in higher education. Tianxia is appropriate to world higher education because of its spatiality and its ethical commitment to universal benefit in diverse settings on the basis of mutual respect. The article suggests four clusters of relational values that could constitute a tianxia order in higher education, and compares tianxia to existing practices of globalisation. [ABSTRACT FROM AUTHOR]

This study focuses on enhancing the understanding of how firm internationalization is triggered by investigating how firms cope with the lack of knowledge and networks when entering a foreign market. More specifically we are interested in answering the following research question: How do firms enter foreign markets without market-specific knowledge and market-specific network insidership? To this end, the present study implements a case study of 12 Swedish firms internationalizing into emerging markets. The study found that firms "graft" expert individuals to help firms penetrate foreign markets where they have no prior history or experience. Further, we observed the qualities of a specific type of actor we refer to as a "graftee" by describing grafting actions and showing how these graftees help firms acquire experiential knowledge and network insidership. Our empirical evidence shows that grafting impacts the form and process of internationalization, sometimes enabling an effectuation-driven market entry while, at other times, enabling a causation-driven process. [ABSTRACT FROM AUTHOR]

Concentrating on the Qingdao Observatory, this paper will explore the role of scientific facility in asserting China's sovereignty during the first half of the twentieth century. Although scholars have explained the efforts of China's internationalization in diplomacy through the perspectives of politics, economics and culture, they have not paid attention to science. Therefore, this paper aims to shed some light on how scientific issues were solved via diplomacy during the Republic of China, while further asserting that the focus in negotiations was not confined to science itself, but rather to sovereignty within a scientific context. In this process, the meaning of sovereignty has also been expanded basing on the improvement of nation's scientific capability. Besides, the participation of different actors involved in sovereignty assertion is investigated by this paper. Although the diplomatic negotiation was held at the international level, the local government and scientific community were main promoters in this case, which calls for attention on the various subjects in sovereignty issue. Consequently, this paper argues that Asian countries, such as Republic of China, could also employ science as a means to negotiate with foreign powers and claim their due rights. [ABSTRACT FROM AUTHOR]

Climate-linked disasters result when natural hazards meet socioeconomic precarity. Recognizing this, scholarship in recent years has emphasized how the precarity that turns climate-linked hazards into disasters is produced within the same global political economy that enables climate change. Nevertheless, despite growing interest in the ways in which the dynamics of global economic history shapes contemporary hazard vulnerability, less attention has been directed toward the dynamism of the contemporary global economy and particularly the ways in which global material flows shape environmental risk. From this standpoint, this article argues, first, the need to account for the economic dynamics of global trade in shaping the factors that intensify disaster risk, and second, the role of multiscalar agency. Exemplifying this issue through a case study of international brick imports from South Asia to the United Kingdom, the article provides a heuristic example of how contemporary globalized flows of goods link local vulnerabilities to economic processes originating thousands of miles away. In an increasingly globalized world, it thus foregrounds a dynamic, global perspective on the genus of climate precarity. [ABSTRACT FROM AUTHOR]

I use an instrumental variables design to estimate the effect that trade has on schooling in developing countries by exploiting a panel model with over 50 years of data. I find that trade reduces schooling at all levels in developing countries. Female education more than male tends to be more responsive to the adverse effect of trade in developing countries. Trade has negative influence on schooling for both prime working age and older cohorts. The adverse effect of trade is more pronounced with imports than exports, and trade exerts differential response from schooling between developing countries and high-income countries. I provide further evidence that the trade-schooling relationship operates through fertility. These results inform the debate about the role of globalization in human capital formation in developing countries. [ABSTRACT FROM AUTHOR]

While English as a medium of instruction (EMI) is becoming a global phenomenon across higher education contexts, little attention has been paid to the instructional experiences of EMI teachers. Informed by a spatial perspective, this study explored how a cohort of Chinese university teachers navigated their EMI instructional settings. Different from the conventional discourse that depicts EMI teachers as deficit due to their being nonnative speakers of English, this study shows that the teachers were able to capitalise on their spatial repertoires for alternative ways of meaning making in their EMI classrooms. Instead of reducing EMI into an English-only space, the findings show that the teachers constructed EMI as three major spaces, including a space for drawing upon local experiences as spatial resources, a space for redefining internationalisation, and a space for translingual pedagogy practice. Through the construction of these spaces, the teachers reclaimed their legitimacy of being EMI teachers. The findings lend further support to refute the monolingual bias in EMI practice and call for attention to how EMI teachers can act as agents in reconstructing EMI instructional settings as spaces for multilingual and multimodal meaning making. [ABSTRACT FROM AUTHOR]

This study examines L2 speakers' accent attitudes in relation to their linguistic profile and current practices, recruiting 107 multilingual postgraduate students of 34 different nationalities enrolled in leading research universities in Japan. The participants completed a survey regarding their perceptions of different English varieties in English as a lingua franca (ELF) contexts. Interviews were additionally conducted to solicit in-depth perspectives on their accent attitudes and contextual accent variation. Factor analysis of the survey data generally supported the thematic trends observed during the interviews, in which three-quarters of the interviewees expressed a wish to attain native-like English accents. However, those who aspire to native-like pronunciation do not necessarily maintain negative attitudes towards others who speak with foreign accents. Rather, they appear indifferent to others' accents and varieties of World Englishes, and they do not associate their accents with nationhood or cultural identity. Thematic analysis of the interview data revealed that participants' pressing need to sound native-like stems from not only pragmatic considerations such as better intelligibility but also their context specificities, which entail frequent high-stakes ELF interaction and arrangements for professional entry in the imminent future. These observations imply that a linguistic hierarchy still lingers in the World Englishes paradigm. [ABSTRACT FROM AUTHOR]

Globalisation has resulted in European families that have a variety of home languages, leading to the need for heritage language learning (HLL). The purpose of HLL is to ensure that in addition to learning the language of their schools, children with migrant backgrounds also maintain their heritage language (HL). Besides the 'regular' teaching, in many countries, there are usually voluntary, extra-curricular maintenance courses available for migrant children. The purpose of our study was to investigate the impact that HL teachers working in Finnish schools have on the process of learning HLs. The data were collected using a Likert-scale questionnaire (N = 25) and semi-structured interviews (N = 15) with HL teachers representing 24 different languages. Principal Component Analysis (PCA) was conducted to check the survey construct validity. The statistical and qualitative analysis of the data indicated that HL teachers act as multilingual identity supporter, that is that they showed understanding of their students' multilingualism and were convinced about the positive impact of HL for students' future lives. Our study also reported on the challenges teachers face in the classroom. [ABSTRACT FROM AUTHOR]

This study responds to calls for more research on motivations for learning languages other than English (LOTEs) in the new era dominated by global English. In particular, it focuses on the role of societal contextual factors surrounding the status of English and the status of the LOTE as an L2/L3, as factors which may offer a more nuanced understanding of motivation in the case of LOTE learning. It presents a comparative quantitative analysis of a series of motivational constructs among 527 university learners of French in four European countries, chosen to reflect the differential status of English in their respective societies: L1 in England and Ireland, L2 in Sweden and foreign language (FL) in Poland. While the relative importance assigned by the learners to the motivational constructs examined was found to be remarkably similar across the four countries, the highest levels of motivation were observed among learners in the two L1-English countries (England and Ireland). The findings are discussed in terms of the societal status of English within the context of the potential relationship holding between L2 and L3 motivation. [ABSTRACT FROM AUTHOR]

Language acquisition and Language Maintenance (LM) both depend on ample opportunity and motivation. Currently, many national language societies are undergoing Language Shift (LS) to English, impacting their acquisition as first (L1) and possibly even more as second (L2) language. This study interviewed 44 adolescents, including 24 L1 and 20 L2 speakers of Icelandic, on their views on the importance of Icelandic and English, whether Icelandic is hard to learn, and their future plans. Qualitative and quantitative results showed highly similar views and future plans across groups; both languages were considered important but for different purposes. However, L1 speakers were far more likely to think that Icelandic is hard to learn, and only L1 speakers attached cultural value to Icelandic. L1 speakers were more ambivalent than L2 speakers on whether immigrants should learn Icelandic. L2 students' ability to learn Icelandic appears impacted more by lack of opportunity than by lack of motivation. The study suggests that LS to English contributes to decreased opportunities to learn Icelandic as L2. It is further suggested that language policy in Iceland as well as international policy on which languages should be considered vulnerable due to a minority status need to be revisited in a globalised world. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of the historical trajectory of Turkish geographical practice over the past four decades, situated within the broader socio-political landscape of the country. The transmission of the modern geographical tradition from continental Europe to Turkey during the interwar period established the discipline as a holistic science of the human-environment relationship. Although this understanding started to change after the 1968 events, the 1980 Turkish military coup abruptly disrupted innovative endeavors in the discipline, prompting a resurgence of regionally focused synthesis within geography. This insular approach prevailed for several decades but began to evolve in response to the internationalization trends that emerged in the 2000s, with deliberate steps taken toward fostering innovation. Despite institutional damage resulting from the political developments following the 2016 military coup attempt, the discipline maintained its commitment to innovation. This paper critically examines the divergent responses of Turkish geography and its practitioners to the 1980 military coup and the 2016 coup attempt, highlighting the significant influence of globalization. [ABSTRACT FROM AUTHOR]

Internationalization is a key development strategy for universities in Thailand. This has meant a surge in international program offerings and the establishment of international colleges on many campuses. However, what distinguishes an International Education (IE) in the Thai context is a tricky question. Most often, it is described by what it is not: not Thai. The complex adaptation of IE is rooted in historical narratives of independence, the adoption of western symbols, and the distancing from backward ways of life associated with the Thai countryside. This case study describes a rural-based university that made internationalization central to its organizational identity. The researcher uses narrative inquiry to examine the stories told by the university executive about the organization's positioning regarding internationalization. The narrative is analyzed against a historical and socio-cultural framework. The results show that Thai culture and the distinct geographical location are integral to the rural-based university's approach to IE. It is argued that this demonstrates a more inclusive vision of IE in Thai higher education and offers a counter-narrative to Thainess as irreconcilable with internationalization. [ABSTRACT FROM AUTHOR]

Following the financial crises in the late 1990s, governments in Japan and South Korea embraced institutional change that corresponded with Western neoliberal norms. These changes prompted some observers to expect a similar adjustment of monetary and financial policy to Western standards. Others anticipated that historical legacies would preserve developmental policy continuity. Curiously, neither of the two perspectives can fully explain the ensuing monetary and financial policy paths in both countries, which have exhibited differences in both conduct and objectives. To explain the puzzling policy paths, this article focuses on the role of government objectives in shaping institutional change and policy paths. It finds that in the 1990s, governments in Japan and South Korea sought to expand their control over monetary and financial policy vis-à-vis the bureaucracy. They used international pressure and expert commissions to bring about institutional change when the financial crises hit. This enabled them to instigate new monetarist (Japan) and financial stability-directed (South Korea) policy paths they preferred. The findings indicate that accounts by institutionalist and state capacity scholars should pay more attention to government objectives when explaining the timing of institutional change and the emergence of subsequent policy paths. [ABSTRACT FROM AUTHOR]

China has become a main host country for international students, but its international programmes for higher education still need improvement. This study aimed to examine the academic challenges that international postgraduates in China face based on Luc Boltanski's idea of ordinary critique. A qualitative research approach was adopted, and data were collected from 18 international students in two universities in China through semi structured interviews. The ordinary critique of academic difficulties by international postgraduates suggests that Westernized learning content is not sufficiently present in curricula, teachers do not have strong academic recognition from Western journals, the value of diplomas is questioned, and English is not regarded in local institutions as a mark of internationalization.Thus, they equate higher education internationalization with Westernization. These findings are analysed in light of common standards for the internationalization of higher education and offer possible implications for higher education internationalization in the future. [ABSTRACT FROM AUTHOR]

This article examines the deepening of socio-economic inequality manifested as dualisation in South Korea and deregulation in Hong Kong. It explains the extreme manifestations of inequality by reference to the nature of economic co-ordination, organised labour power and societal corporatism, and the politics of democratisation. It finds that South Korea's legacy of state-orchestrated co-ordinated market economy favoured the retention of a manufacturing core despite globalisation. However, the neo-liberal inclinations of the state and big business groups led to the marginalisation of less privileged firms and workers. These inclinations reinforced the defensiveness of the small but strong labour organisations, preventing effective societal corporatism. These phenomena are fully understandable only with reference to the country's conservative democratisation that divided the liberal and left political forces. The geo-political legacy also induced identity conflicts that overshadowed socio-economic issues. By contrast, Hong Kong's liberal market economy coupled with the absence of security concern had allowed a radical de-industrialisation in the 1990s and wholesale casualisation in the 2000s. Divided by identity politics, organised labour was unable to challenge the trend. The same conflicts also led pro-China labour organisations to side with business interests in the post-1997 electoral autocracy and prevented the introduction of more fundamental reforms. [ABSTRACT FROM AUTHOR]

This paper engages with the transculturalization of Cultural Studies by focusing on the theoretical and political implications of translating it. This is a question that has been discussed over the years, especially in the context of the global spread and the institutionalization (or lack thereof) of cultural studies in universities outside of Britain in the early 1990s. In this context cultural studies practitioners have questioned the very use of labels such as 'internationalization' or 'globalization', and expressed concerns about whether its expansion would happen at the expense of its distinctiveness. I pick up this discussion while re-framing it from a perspective which focuses on the politics of translation. I argue that translation is not a linear or automatic process (you bring something from A to B and it gets translated), but a collective work which is translingual, trans- and extradisciplinary. From this perspective, cultural studies has always been characterized by a strong commitment to translation. If labels such as 'British' or 'American' cultural studies obscure this commitment, this is because of a narrow understanding of translation as a cultural practice. In light of these considerations, I point to translation as a fundamental means to oppose cultural elitism, and the fragmentation of intellectual engagement produced by disciplinary, (inter)nationalizing and globalizing trends. Against this background, the paper stresses the potential of translation work with respect to re-thinking cultural studies' distinctiveness in the current conjuncture. [ABSTRACT FROM AUTHOR]

The National Education Reform Act of 1999 sought to modernise Thai education at all levels. The core reforms included teacher training, to shift to student-centred pedagogy; de-centralisation of school and university administration; and integration of communication technologies. Among subsequent developments was the push for internationalising education. Two decades later, the children of 1999–2000 are graduating from university. The participants in this qualitative study grew up in international programmes, and are also now graduating from university. In this study, the findings suggest that Thai education is still defined by structural tradition. However, our participants express strongly held values about freedom of expression and individuality, which they associate with their internationalised experience. The results suggest a tension between cultural identity and the beliefs that our participants assimilated in international programmes. The results also provide reflections about the achievements of the 1999 Act, even if they were not directly achieved by the policy instruments it articulated. [ABSTRACT FROM AUTHOR]

This paper analyses the Chinese party-state's production of visual racism towards Uyghurs as a discursive foundation for its ethnic policy, as globally reproduced and disseminated by non-state actors. The paper draws from theoretical literature on the relationship between visual politics and affect, stressing the need for visual literacy to reflect on how images emotionally affect audiences' identities and insecurities. It focuses this analysis on education texts in China's post-2012 'de-extremification' and 're-education' campaigns, specifically on how images tell stories about life-or-death security issues that define Chinese identity. Chinese education about Uyghurs tends to frame Uyghur identities as racialised, culturally external existential threats to be defeated by state violence or teaching them to be Chinese. However, Uyghurs' own visibility strategies in global advocacy counter the party-state's imagery by centring their lives and experiences. The article shows how these strategies can be used as resources for teaching about Chinese politics and society. [ABSTRACT FROM AUTHOR]