Terri Kim
Biographic Data
| ID | 3701312 |
|---|---|
| NAME | Terri Kim |
| GIVEN NAMES | Terri |
| FAMILY NAME | Kim |
| SIGNATURE | KIM T |
| AFFILIATIONS | University of East London |
| ORCID | 0000-0001-7237-0682 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 126 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Comparative education and intercultural education
In comparative education, words like ‘culture’ and ‘foreign’ are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of ‘area expertise’. Wonderment at the multiple cultures of the world diminishes. In the post-war reconstruction period especially after 1950, theoretical work in comparative education did not retain the potentials of ‘multicultur…
Robert Cowen, Emeritus Professor of Comparative Education, Institute of Education, University College London
Diaspora, Ethnic Internationalism and Higher Education Internationalisation
Modern universities have largely been portrayed in the literature as an extension of nation building projects, focusing on the state as primary actor. This article challenges such presuppositions by separating ‘nation’ and ‘state’ and with a critical appropriation of diasporic subjectivity and institutions from a comparative historical perspective. The article has four themes: ‘diaspora’, ‘ethnic internationalism’, ‘stateless nations’ and ‘intern…
Diaspora, Internationalization and Higher Education
Traditionally, the term ‘diaspora’ (from the Greek translation of the Hebrew Bible) referred to the dispersion of the Jewish people from ancient Israel. It had a pejorative connotation, associated with Jewish punishment for disobeying divine laws and decrees and was defined broadly by (traumatic/forced) dispersion leading to ‘exile’ and continued longing for an idealized homeland and ‘return’ to it (Cohen, 2008). Over time, the term began to be u…
Diasporic comparative education
Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulrich, Lauwerys, Bereday). There are many more transnationally- mobile academics doing comparative education these days and we do not yet have a …
Biographies of comparative education
The theme of this Special Issue is a contemporary version of the traditional theme: the comparative educationist as a foreigner. The theme is very current, not least because of major events in term
Academic mobility, transnational identity capital, and stratification under conditions of academic capitalism
Internationalisation and development in East Asian higher education
It is important to recognise that comparison is not a method or even an academic technique; rather, it is a discursive strategy... Good comparisons often come from the experience of strangeness and absences. (Benedict Anderson, 2016)
Internationalisation of higher education and global mobility
The intellect, mobility and epistemic positioning in doing comparisons and comparative education
This article offers a reflexive analysis and discussion on the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes ‘comparative knowledge’ is not solely Wissenschaften but more often entwined with Weltanschauungen, derived from lived experiences – as exemplified in the biographic narratives of some of the major intellects. It reviews the notions of the ‘gaze’ and the concepts of the Other and…
Socrates in the boardroom; why research universities should be led by top scholars
by Amanda H. Goodall, Princeton NJ and Oxford, Princeton University Press, 2009, 183 pp., US$29.95/£20.95(hardback), ISBN 978‐0‐691‐13800‐8 Today the concept of ‘the university’ is practically syno
Transnational academic mobility, knowledge, and identity capital
This article begins with the contemporary context of transnational academic mobility, and sketches a typology of mobile academics according to their self-identification. UK examples are offered as the main case study here. The article will then explore the relations of mobile academics and their embodied and encultured knowledge. It employs a concept of 'transnational identity capital' to discuss the position of transnational mobile academic inte…
Confucianism, Modernities and Knowledge
Interculturality and higher education
Transnational academic mobility, internationalization and interculturality in higher education
The purpose of this paper is to consider the complex relations of transnational academic mobility, internationalization and interculturality in higher education. It is argued that, in the contemporaneous relations of the triad, ‘interculturality’ disappears and the other two – transnational academic mobility and internationalization – are both enclosed by the market. The contemporary condition and pattern of transnational academic mobility are al…
Shifting patterns of transnational academic mobility
This article is an initial attempt to illustrate how patterns of academic mobility in the history of universities have been framed by the international politics of particular time periods. The article briefly looks at 'the medieval period' and then at the emergent colonial and nationalist periods, including the ways that institutions as well as academics themselves were mobile. More contemporaneously the powerful political forces of both the inte…
Old borrowings and new models of the university in East Asia
This paper illustrates the transfer of university models from Europe and America to East Asia and will consider how international power relations in different times transform ideas about the university, in the process of global transfer. These relations will be identified with different forms of the state: imperial, colonial, welfare and market state
Shifting patterns of transnational academic mobility
This article is an initial attempt to illustrate how patterns of academic mobility in the history of universities have been framed by the international politics of particular time periods. The article briefly looks at 'the medieval period' and then at the emergent colonial and nationalist periods, including the ways that institutions as well as academics themselves were mobile. More contemporaneously the powerful political forces of both the inte…
Transnational academic mobility, internationalization and interculturality in higher education
The purpose of this paper is to consider the complex relations of transnational academic mobility, internationalization and interculturality in higher education. It is argued that, in the contemporaneous relations of the triad, ‘interculturality’ disappears and the other two – transnational academic mobility and internationalization – are both enclosed by the market. The contemporary condition and pattern of transnational academic mobility are al…
Transnational academic mobility, knowledge, and identity capital
This article begins with the contemporary context of transnational academic mobility, and sketches a typology of mobile academics according to their self-identification. UK examples are offered as the main case study here. The article will then explore the relations of mobile academics and their embodied and encultured knowledge. It employs a concept of 'transnational identity capital' to discuss the position of transnational mobile academic inte…
Biographies of comparative education
The theme of this Special Issue is a contemporary version of the traditional theme: the comparative educationist as a foreigner. The theme is very current, not least because of major events in term
The intellect, mobility and epistemic positioning in doing comparisons and comparative education
This article offers a reflexive analysis and discussion on the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes ‘comparative knowledge’ is not solely Wissenschaften but more often entwined with Weltanschauungen, derived from lived experiences – as exemplified in the biographic narratives of some of the major intellects. It reviews the notions of the ‘gaze’ and the concepts of the Other and…
Diasporic comparative education
Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulrich, Lauwerys, Bereday). There are many more transnationally- mobile academics doing comparative education these days and we do not yet have a …
Internationalisation and development in East Asian higher education
It is important to recognise that comparison is not a method or even an academic technique; rather, it is a discursive strategy... Good comparisons often come from the experience of strangeness and absences. (Benedict Anderson, 2016)
Comparative education and intercultural education
In comparative education, words like ‘culture’ and ‘foreign’ are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of ‘area expertise’. Wonderment at the multiple cultures of the world diminishes. In the post-war reconstruction period especially after 1950, theoretical work in comparative education did not retain the potentials of ‘multicultur…
Old borrowings and new models of the university in East Asia
This paper illustrates the transfer of university models from Europe and America to East Asia and will consider how international power relations in different times transform ideas about the university, in the process of global transfer. These relations will be identified with different forms of the state: imperial, colonial, welfare and market state
Diaspora, Internationalization and Higher Education
Traditionally, the term ‘diaspora’ (from the Greek translation of the Hebrew Bible) referred to the dispersion of the Jewish people from ancient Israel. It had a pejorative connotation, associated with Jewish punishment for disobeying divine laws and decrees and was defined broadly by (traumatic/forced) dispersion leading to ‘exile’ and continued longing for an idealized homeland and ‘return’ to it (Cohen, 2008). Over time, the term began to be u…
Internationalisation of higher education and global mobility
Socrates in the boardroom; why research universities should be led by top scholars
by Amanda H. Goodall, Princeton NJ and Oxford, Princeton University Press, 2009, 183 pp., US$29.95/£20.95(hardback), ISBN 978‐0‐691‐13800‐8 Today the concept of ‘the university’ is practically syno
Old borrowings and new models of the university in East Asia
This paper illustrates the transfer of university models from Europe and America to East Asia and will consider how international power relations in different times transform ideas about the university, in the process of global transfer. These relations will be identified with different forms of the state: imperial, colonial, welfare and market state
Confucianism, Modernities and Knowledge
Interculturality and higher education
Transnational academic mobility, internationalization and interculturality in higher education
The purpose of this paper is to consider the complex relations of transnational academic mobility, internationalization and interculturality in higher education. It is argued that, in the contemporaneous relations of the triad, ‘interculturality’ disappears and the other two – transnational academic mobility and internationalization – are both enclosed by the market. The contemporary condition and pattern of transnational academic mobility are al…
Shifting patterns of transnational academic mobility
This article is an initial attempt to illustrate how patterns of academic mobility in the history of universities have been framed by the international politics of particular time periods. The article briefly looks at 'the medieval period' and then at the emergent colonial and nationalist periods, including the ways that institutions as well as academics themselves were mobile. More contemporaneously the powerful political forces of both the inte…
Transnational academic mobility, knowledge, and identity capital
This article begins with the contemporary context of transnational academic mobility, and sketches a typology of mobile academics according to their self-identification. UK examples are offered as the main case study here. The article will then explore the relations of mobile academics and their embodied and encultured knowledge. It employs a concept of 'transnational identity capital' to discuss the position of transnational mobile academic inte…
Socrates in the boardroom; why research universities should be led by top scholars
by Amanda H. Goodall, Princeton NJ and Oxford, Princeton University Press, 2009, 183 pp., US$29.95/£20.95(hardback), ISBN 978‐0‐691‐13800‐8 Today the concept of ‘the university’ is practically syno
Internationalisation of higher education and global mobility
The intellect, mobility and epistemic positioning in doing comparisons and comparative education
This article offers a reflexive analysis and discussion on the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes ‘comparative knowledge’ is not solely Wissenschaften but more often entwined with Weltanschauungen, derived from lived experiences – as exemplified in the biographic narratives of some of the major intellects. It reviews the notions of the ‘gaze’ and the concepts of the Other and…
Internationalisation and development in East Asian higher education
It is important to recognise that comparison is not a method or even an academic technique; rather, it is a discursive strategy... Good comparisons often come from the experience of strangeness and absences. (Benedict Anderson, 2016)
Academic mobility, transnational identity capital, and stratification under conditions of academic capitalism
Diasporic comparative education
Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulrich, Lauwerys, Bereday). There are many more transnationally- mobile academics doing comparative education these days and we do not yet have a …
Biographies of comparative education
The theme of this Special Issue is a contemporary version of the traditional theme: the comparative educationist as a foreigner. The theme is very current, not least because of major events in term
Diaspora, Ethnic Internationalism and Higher Education Internationalisation
Modern universities have largely been portrayed in the literature as an extension of nation building projects, focusing on the state as primary actor. This article challenges such presuppositions by separating ‘nation’ and ‘state’ and with a critical appropriation of diasporic subjectivity and institutions from a comparative historical perspective. The article has four themes: ‘diaspora’, ‘ethnic internationalism’, ‘stateless nations’ and ‘intern…
Diaspora, Internationalization and Higher Education
Traditionally, the term ‘diaspora’ (from the Greek translation of the Hebrew Bible) referred to the dispersion of the Jewish people from ancient Israel. It had a pejorative connotation, associated with Jewish punishment for disobeying divine laws and decrees and was defined broadly by (traumatic/forced) dispersion leading to ‘exile’ and continued longing for an idealized homeland and ‘return’ to it (Cohen, 2008). Over time, the term began to be u…
Comparative education and intercultural education
In comparative education, words like ‘culture’ and ‘foreign’ are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of ‘area expertise’. Wonderment at the multiple cultures of the world diminishes. In the post-war reconstruction period especially after 1950, theoretical work in comparative education did not retain the potentials of ‘multicultur…
Robert Cowen, Emeritus Professor of Comparative Education, Institute of Education, University College London
Political science (16 works) · Higher education (13 works) · Sociology (13 works) · Law (12 works) · Global Education and Multiculturalism (10 works) · Global Educational Policies and Reforms (9 works) · Higher Education Governance and Development (7 works) · Law (7 works) · Social science (6 works) · Comparative education (5 works)