Desiring TESOL and International Education

Market Abuse and Exploitation

By (author) Raqib Chowdhury, Dr. Phan Le Ha

Publication date:

04 February 2014

Publisher

Multilingual Matters

Dimensions:

210x148mm
6x8"

ISBN-13: 9781783091485

This book addresses how Western universities have constructed themselves as global providers of education, and are driven to be globally competitive. It examines how the term 'international' has been exploited by the market in the form of government educational policies and agencies, host institutions, academia and the mass media. The book explores matters relating to the role of the English language in international education in general and the field of TESOL in particular. It demonstrates how English and TESOL have exercised their symbolic power, coupled with the desire for international education, to create convenient identities for international TESOL students. It also discusses the complexity surrounding and informing these students' painful yet sophisticated appropriation of and resistance to the convenient labels they are subjected to.

Preface

1. Looking into the Problem

2. Power, Discourse, Desire and International Education

3. Globalisation, International Education and Questions of Identity

4. Constructing the ‘Truths’ of International Student Subjectivities

5. From Global to Local – Learning Supermarkets in the National Interest: International Education and the Australian Government

6. The Fabric of Relations: Desire and the Formation of Choices

7. Brokering Identity

8. Rika: ‘The Spotlight of Difference’

9. Purchasing the ‘Good’

10. Reconstructing the Discourses of International Education

In this book, Raqib Chowdhury and Phan Le Ha provide a vigorous account of the ways in which universities in English-speaking countries are developing their institutional narratives of internationalization around various discourses of the market. Through the voices of international students, the book shows how, within these narratives, TESOL has become a field of study that presupposes a particular ideological conception about the kind of English-speaking subjectivities that the global economy demands, together with the assumption that international education is well placed to help create such subjectivities.