Intimacy and Estrangement

This article explores the incremental privatization of what is today East Africa's largest corporation, communications and finance firm Safaricom. In the late 1990s and early 2000s, British multinational Vodafone became a partial shareholder of Safaricom, with the government of Kenya retaining the majority stake in the company. This was followed by the company going “public” in 2008 through an Initial Public Offering (IPO). In exploring these transformations, this article demonstrates that privatization was not a singular event but turned on the production of divisibility: a discursive, epistemological, and material process whereby seemingly “classificatory wholes”—a corporation, an infrastructure, a state asset—were first presented and then rendered as partible entities. As the lines between the public and the private were being redrawn, another conceptual series—“citizenship,” “development,” the “public”—were similarly transformed into partible objects subject to division. Unraveling the historical entanglement of the corporation and the state, this article clarifies why, today, Kenyans—some of whom have been reformatted as shareholder-client-citizens—call on Safaricom to act like the state from which it has been incrementally “unbundled.”

Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development

To solve the “wicked problems” of sustainability, education for sustainable development (EfSD) that raises the young generation to become change agents is necessary. For this purpose, fieldtrips that educate students in the real world about other stakeholders are effective, but since sustainable issues do not have clear solutions, cooperative learning (CL) in which students learn from each other is useful. The purpose of this study is to clarify the influence of the learning process on learning outcomes and their influence on learning objectives in real-world EfSD using CL. A hypothesis model consisting of seven hypotheses was set up, and a questionnaire survey of high school students who participated in the real-world EfSD was conducted. Results of the structural equation modeling of data from 2441 respondents supported all seven hypotheses. Implicit learning as a learning process promotes knowledge acquisition as a learning outcome, while explicit learning enhances self-efficacy. Although knowledge acquisition promotes citizenship development as the learning objective of EfSD, self-efficacy does not promote citizenship development. Self-efficacy affects knowledge acquisition more than implicit learning. This study contributes to EfSD research by clarifying the difference in the effects of the learning process.

70 Years of Internationalization in Tertiary Education: Changes, Challenges and Perspectives

Internationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education, driven by a dynamic combination of political, economic, sociocultural, and academic rationales and stakeholders. Its impact on regions, countries, and institutions varies according to their particular contexts. Mobility, also known as “internationalization abroad,” is the most referred to activity in internationalization and takes in itself a great variety of forms. Curriculum and global professional and citizenship development, also referred to as “internationalization at home,” is the other key component of internationalization. It receives increased attention, but still less than mobility.