Some Trends in International Educational Exchange

1964 ◽  
Vol 8 (1) ◽  
pp. 48-57 ◽  
Author(s):  
James M. Davis
Keyword(s):  
Educational Exchange ◽  
International Educational Exchange

Introduction

2019 ◽  
pp. 1-11
Author(s):  
Alice Garner ◽  
Diane Kirkby
Keyword(s):  
International Exchange ◽  
Modern History ◽  
Educational Exchange ◽  
Scholarly Community ◽  
International Educational Exchange ◽  
Exchange Program ◽  
The World ◽  
Us Government ◽  
History Of ◽  
Distinctive Role

Since 1946 the Fulbright Program has been a significant force in shaping a global scholarly community. A US government venture with an unprecedented reach across the world, it has been held responsible for ‘the largest migration of students and scholars in modern history’.1 Although the idea of international educational exchange did not originate with Senator Fulbright, the program has played a distinctive role in the history of international exchange to become ‘the world’s pre-eminent exchange program for scholars and students’....

scholarly journals Advanced training and international educational exchange: learning, overcoming and experiences

2022 ◽  
Vol 75 (1) ◽  
Author(s):  
Gilberto Tadeu Reis da Silva
Keyword(s):  
Critical Mass ◽  
Practical Experience ◽  
Research Unit ◽  
Educational Exchange ◽  
International Educational Exchange ◽  
Undergraduate Nursing ◽  
International Graduate ◽  
La Mancha ◽  
The Status ◽  
International Research Project

ABSTRACT Objectives: to report my experiences as a researcher during the course of advanced post-doctoral training abroad. Methods: theoretical and methodological option for Max van Manen’s phenomenology of practice. The activities were developed in the Health Sciences Research Unit: Nursing, in Portugal, Université Catholique de Louvain, in Belgium, and in Escuela de Enfermería y Fisioterapia de la Universidad de Castilla-La Mancha, in Spain. Results: participating in a multicenter international research project enabled the acquisition of new scientific knowledge, personal and cultural gains. From a broader perspective, the international graduate and undergraduate nursing networks were strengthened through the mobility of researchers, and overcoming of the “status quo” by the formation of a critical mass environment indispensable for scientific advancement. Final Considerations: sharing the experience that you appropriate is about the power of grasping possibilities of a practical experience, in the context of the world, and going through it, motivated by the desire to make internationalization feasible.

The Biopolitics of International Exchange: International Educational Exchange Programs – Facilitator or Victim in the Battle for Biopolitical Normativity?

2018 ◽  
Vol 3 (1) ◽  
pp. 68-87
Author(s):  
Heidi Erbsen
Keyword(s):  
International Exchange ◽  
Educational Institutions ◽  
Educational Exchange ◽  
Nuclear Families ◽  
Exchange Programs ◽  
International Educational Exchange ◽  
Traditional Gender Roles ◽  
The Difference ◽  
Global Divides ◽  
Work Supports

This article addresses how international educational exchange programs are increasingly used as political, and particularly bio-political, tools to promote ideologies of biological normativity. Such programs have historically been promoted by national and international institutions as means to increase participants (and therefore the sending institution’s) knowledge of the world and transfer favorable values through individuals. us and eu exchange programs with Russia in particular have been focused on achieving a ‘mutual understanding’ or promoting ‘common’ or ‘shared values’ across countries; however, a tendency of educational institutions to select like-minded individuals and countries for participation has arguably complicated rather than mended global divides. The difference in values associated with biological practices in Russia, the us, and the eu related to traditional gender roles, marriage, nuclear families, birth control, etc. have become more apparent with the spread of information and globalization. The main argument of this work supports that attention to the promotion or cancelation of certain exchange programs can be used to better understand larger patterns in international relations and the modern system of global governance. An investigation into the founding ideologies behind programs such as flex and Fulbright (by the us) and Erasmus + (by the European Commission) and their politicization exemplifies how educational programs can become ‘battlefields’ for ideologies of biological normativity. The example of the cancelation of the flex program by the Russian Federation is used to understand key relationships between biopolitics and geopolitics, modern and post-modern, and value transfer and human capital.

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