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Global Higher Education and the Production of Global Citizenships

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Rhetoric and the Global Turn in Higher Education

Part of the book series: Rhetoric, Politics and Society ((RPS))

Abstract

This chapter traces the sustained presence of discourses of global economy and militarization from the signing of the National Defense Education Act of 1958 and the International Education Act of 1966 to the coming of post-Cold War and post-9/11 iterations of international and global higher education. These periods illustrate how developments in global higher education reflect not a single historical trajectory but rather a site of political conflict between sometimes overlapping and sometimes conflicting discourses of national security, cosmopolitan ethics, global economics, and global disciplinarity. The chapter illustrates the consistent presence of these discourses through an analysis of their continued impact on current programs of global higher education. In addition, this chapter analyzes populist backlashes to global higher education and their role in obscuring these discourses.

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Notes

  1. 1.

    For an authoritative historical overview of the development of international education in America, see Robert Sylvester’s (2002, 2003, 2005) trilogy of articles “Mapping International Education: A Historical Survey 1893–1944,” “Further Mapping of the Territory of International Education in the 20th Century (1944–1969),” and “Framing the Map of International Education (1969–1998).”

  2. 2.

    See Thomas Schlereth (1977) The Cosmopolitan Ideal in Enlightenment Thought: It’s Form and Function in the Ideas of Franklin, Hume, and Voltaire for a discussion of cosmopolitan anxieties.

  3. 3.

    See Margaret C. Jacob’s Strangers Nowhere in the World: The Rise of Cosmopolitanism in Early Modern Europe, Pauline Kleingeld’s Kant and Cosmopolitanism: The Philosophical Ideal of World Citizenship, Michael Scrivener’s The Cosmopolitan Ideal in the Age of Revolution and Reaction 1776–1832 for representative intellectual histories.

  4. 4.

    Noah W. Sobe (2012), in his chapter on “Cosmopolitan Education” in The Routledge Handbook of Cosmopolitan Studies, argues that Nussbaum “has perhaps made the most significant contributions to translating the normative concepts of cosmopolitanism as ‘allegiance to humanity ’ into concrete educational recommendations and revisions” (270).

  5. 5.

    For an excellent discussion of the NDEA and The International Education Act of 1966 and its influence on global higher education, see Vestal (1994) International Education: Its History and Promise for Today.

  6. 6.

    For an overview of “global citizenship education,” see UNESCO’s (2014) recent report “Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century.” Jessica Enoch’s (2010) article “Composing a Rhetorical Education for the Twenty-First Century: TakingITGlobal as Pedagogical Heuristic” provides an excellent discussion of TakingITGlobal and rhetorical education.

  7. 7.

    See Hovland (2006) Shared Futures for a helpful contextualization of the development of global programs of liberal learning during the period of the culture wars. See also Donald Lazere’s (2005) “The Contradictions of Cultural Conservatism in the Assault on American Colleges.”

  8. 8.

    Major foundations like the Heritage Foundation and the John Birch Society have pursued their own anti-global education efforts. These efforts are also supported by several organizations of conservative academics, some of whom have connections to hard right news sources. Dissident Prof, which was founded by Mary Gabor is an example. Gabor, a PhD in English, has written multiple articles for Breitbart on global education in colleges and universities and in the Common Core. However, arguments against global education can also be found on conservative higher education sites that feature writing by more established academics, such as Minding the Campus.

  9. 9.

    The methodology of the report is interesting, especially given its citation of sources like “Rate My Professors” to substantiate one of its claims. A more thorough study of the report would need to be conducted to pass judgment on its scholarly rigor, however.

  10. 10.

    See the often-cited “Summer Institute of Civic Studies-Framing Statement” (2007) by Harry Boyte et al. For an example of New Civics initiatives and foundations, see the Spencer Foundation’s New Civics Initiative, which is described on their website in “The New Civics Program Statement.”

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  1. University of Alabama at Birmingham, Birmingham, AL, USA

    Christopher Minnix

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Minnix, C. (2018). Global Higher Education and the Production of Global Citizenships. In: Rhetoric and the Global Turn in Higher Education. Rhetoric, Politics and Society. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71725-8_2

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