Literaturnachweis - Detailanzeige
Autor/inn/en | Davies, Scott; Aurini, Janice |
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Titel | The Evolving Prism: The Role of Nationalism in Canadian Higher Education |
Quelle | In: European Journal of Higher Education, 11 (2021) 3, S.239-254 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Davies, Scott) ORCID (Aurini, Janice) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2156-8235 |
DOI | 10.1080/21568235.2021.1942946 |
Schlagwörter | Nationalism; Higher Education; Foreign Countries; Educational History; Universities; Immigrants; Citizenship; Comparative Education; Brain Drain; Professional Personnel; International Education; Academic Degrees; Social Change; Land Settlement; Canada Nationalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; History of education; Bildungsgeschichte; University; Universität; Immigrant; Immigrantin; Immigranten; Staatsbürgerschaft; Vergleichende Erziehungswissenschaft; Personalbestand; Internationale Erziehung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Sozialer Wandel; Siedlungsraum; Kanada |
Abstract | This paper describes three eras of state building and higher education in Canada. Higher education in 'Old Canada' before WWII was mostly a small collection of colleges that bore imprints of American and British institutions and provided personnel needed to develop a vast and sparsely populated territory. The 'Hey Day of Canadian Nationalism' from 1950 to 1990 greatly expanded universities and colleges in a broader project of modern state building and social uplift, borrowing organizational models from mass-access American state colleges. The third era, 'Transnational Nation-Building,' spanning the past 20 years, uses Canadian degrees and diplomas to lure selective immigrants who seek Canadian citizenship and entrée to an emerging transnational class of English-speaking professionals. That strategy, along with a series of converging forces, is leveraging Canadian colleges and universities to implicitly adopt a new institutional path. We end by discussing insights that the Canadian case may provide for comparative understandings of higher education and state building. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |