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Comparative Perspectives on the Role of National Pride, Identity and...
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Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (1 December 2021) | Viewed by 31535

Special Issue Editors

Dr. Camille Kandiko Howson

E-Mail Website
Guest Editor
Centre for Higher Education, Research & Scholarship, Imperial College London, London SW7 2AZ, UK
Interests: international expert in higher education research with a focus on student engagement; student outcomes and learning gain; quality, performance and accountability; and gender and prestige in academic work
Prof. Dr. Marie Lall

E-Mail Website
Guest Editor
Institute of Education, University College London, London WC1E 6BT, UK
Interests: South Asia expert (India, Pakistan and Burma/Myanmar) specialising in political issues (with regard to the economy, geopolitics, foreign policy formulation, citizenship and Diaspora politics) and education (with specific regard to policy, gender, ethnicity and conflict, the formation of national identity and its close links with citizenship)

Special Issue Information

Dear Colleagues,

Education for democracy has a long history across countries around the globe, blending an ideal as both a goal and a form of instruction with long histories drawing on the work of Dewey in the US; Locke in the UK, and Rousseau across Enlightenment Europe. The ideals of democratic citizenship are embedded in higher education systems, from the land grant movement in the US to the Dearing report in the UK, which positioned democratic development as a fundamental purpose of higher education (NCIHE 1997).

In the current political environment, democratic education plays out across countries with different histories and development pathways. The same words and ideals lead to a variety of higher education systems, all shaped by their national political, social, and economic context, the institutions that comprise them, and the students that experience them.

Within democracies, the formless creep of neoliberal globalisation has been countered by waves of nationalism and populism. Depending on one’s positioning, such movements can bring about feelings of national pride or fears of isolation and closing off. Within institutions, notions of identity are constantly debated, reshaped, and reformed, with consequences for the wider society and individuals within them. Such issues are overtly recontextualised (Bernstein 1990) in some subjects and courses, such as in the social sciences and humanities, but have a more elusive yet controlling effect in the natural and health sciences.

Who ‘belongs’ in higher education drives policies around access, shapes the curriculum, and is the bedrock of the student experience. Simultaneously, who does not belong also has significant impacts on institutions, society, and the ability to deliver on democratic ideals. The curriculum—what is taught, who is taught, how teaching and learning are experienced—is vital to understanding how democratic education functions. The role of bodies of knowledge in defining and shaping notions of freedom, democracy, and citizenship are constantly in flux (Apple & Buras 2006).

With this Special Issue, we are exploring how contemporary issues in democratic education play out in higher education curriculum policy, pedagogy, and the student experience within and across different national contexts.

Dr. Camille Kandiko Howson
Prof. Marie Lall
Guest Editors

References:

  1. Apple, M. W., & Buras, K. L. (2006). The subaltern speak: Curriculum, power, and educational struggles. Routledge.
  2. Bernstein, B. (1990). The Structuring of Pedagogic Discourse (London, Routledge).
  3. National Committee of Inquiry into Higher Education (NCIHE). (1997). Higher Education and the Learning Society (the Dearing Report). London: HMSO.

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • national pride
  • sense of belonging
  • identity
  • curriculum
  • pedagogy
  • student experience
  • education for democracy
  • Sustainable Development Goals
  • democratic citizenship

Published Papers (7 papers)

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Editorial

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3 pages, 155 KiB  
Editorial
Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum
by Camille Kandiko Howson and Marie Lall
Educ. Sci. 2022, 12(3), 194; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12030194 - 10 Mar 2022
Viewed by 1738
Abstract
In this Special Issue, Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education, papers explore how contemporary issues in democratic education play out in higher education curriculum policy, pedagogy, and the student [...] Read more.
In this Special Issue, Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education, papers explore how contemporary issues in democratic education play out in higher education curriculum policy, pedagogy, and the student experience within and across different national contexts [...] Full article
(This article belongs to the Special Issue Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education)

Research

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17 pages, 2195 KiB  
Article
Belonging in Science: Democratic Pedagogies for Cross-Cultural PhD Supervision
by Camille Kandiko Howson, Ian M. Kinchin and Karen Gravett
Educ. Sci. 2022, 12(2), 121; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020121 - 10 Feb 2022
Cited by 5 | Viewed by 2885
Abstract
This research used Novakian concept mapping and interview techniques to track changes in knowledge and understanding amongst students and their supervisors in the course of full-time research towards a laboratory science-based PhD. This detailed longitudinal case study analysis measures both cognitive change in [...] Read more.
This research used Novakian concept mapping and interview techniques to track changes in knowledge and understanding amongst students and their supervisors in the course of full-time research towards a laboratory science-based PhD. This detailed longitudinal case study analysis measures both cognitive change in the specific subjects that are the topic for research, and the understanding of the process of PhD level research and supervision. The data show the challenges for students and supervisors from different national, ethnic, cultural, and academic backgrounds and traditions with a focus on how this impacts the PhD research process and development. Working cross-culturally, and often in a setting different from either the student or the supervisor’s background and training, can lead to a lack of common language and understanding for the development of a pedagogically oriented supervisory relationship. Documenting change in knowledge and understanding among PhD students and their supervisors is key to surfacing what the joint processes of mutual democratic research and of supervision may entail. This study explores how one of these key processes is a student’s developing sense of belonging (or non-belonging). Specifically, this paper engages the concepts of belonging, and democratic education through mutual learning, to explore the practices of working across national, cultural, ethnic, and diverse academic backgrounds, for both supervisors and students. Doctoral study is understood as a situated context in which belonging also acts as a gateway for who can join the global scientific community. Full article
(This article belongs to the Special Issue Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education)
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20 pages, 2198 KiB  
Article
Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?
by Khaing Phyu Htut, Marie Lall and Camille Kandiko Howson
Educ. Sci. 2022, 12(2), 67; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020067 - 19 Jan 2022
Cited by 5 | Viewed by 8973
Abstract
On 1 February 2021, Myanmar military dictators seized power from the elected government and halted the country’s budding reform process. This article explores how Myanmar’s higher education (HE) sector was affected by the coup and COVID-19 and how this has resulted in societal [...] Read more.
On 1 February 2021, Myanmar military dictators seized power from the elected government and halted the country’s budding reform process. This article explores how Myanmar’s higher education (HE) sector was affected by the coup and COVID-19 and how this has resulted in societal conflict. The article reviews first the history of military coups, then the education reforms in general and what was done in HE, before discussing the effects of COVID-19 and the coup on the sector. Voices from HE teaching staff show the tension in the role of HE as a vehicle for reform and promulgation of those in power. The article argues that the national vision propagated by Myanmar’s HE sector is juxtaposed to that propagated by the Tatmadaw, both claiming to represent Myanmar’s future. This research highlights the dual forces of the COVID-19 pandemic and military coup at a crucial time for HE reforms in a fragile, conflict-affected state, with the future of the reform goals of equity and equality of the sector at stake. Full article
(This article belongs to the Special Issue Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education)
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17 pages, 284 KiB  
Article
Belonging and Global Citizenship in a STEM University
by Julianne K. Viola
Educ. Sci. 2021, 11(12), 803; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11120803 - 10 Dec 2021
Cited by 4 | Viewed by 3304
Abstract
For the past two decades, there has been a resurgence in the actualization of civic missions in universities; these universities have continued to demonstrate commitment to educate for the purpose of global citizenship. Global citizenship is both a skillset and a mindset. As [...] Read more.
For the past two decades, there has been a resurgence in the actualization of civic missions in universities; these universities have continued to demonstrate commitment to educate for the purpose of global citizenship. Global citizenship is both a skillset and a mindset. As universities engage in efforts to increase students’ capabilities for living and working in a diverse society, research in this area has often focused on students of social science disciplines in the United States, presenting an opportunity for an investigation into students’ sense of belonging and global citizenship in the STEM university context in the United Kingdom. Building on prior civic scholarship, which defines citizenship in part as a sense of belonging, this paper presents interview data from a longitudinal, mixed-methods study at a STEM university in the United Kingdom to explore the meanings and experiences of students’ belonging in a multicultural institution, and their attitudes about current political issues before and during the COVID-19 pandemic. The study presents theoretical and practical implications for citizenship education research and practice. Full article
(This article belongs to the Special Issue Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education)
22 pages, 957 KiB  
Article
Feminists against Fascism: The Indian Female Muslim Protest in India
by Laila Kadiwal
Educ. Sci. 2021, 11(12), 793; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11120793 - 06 Dec 2021
Cited by 9 | Viewed by 7625
Abstract
This article explores contestations around ideas of India, citizenship, and nation from the perspective of Indian Muslim female university students in Delhi. In December 2019, the Hindu majoritarian government introduced new citizenship legislation. It caused widespread distress over its adverse implications for Muslims [...] Read more.
This article explores contestations around ideas of India, citizenship, and nation from the perspective of Indian Muslim female university students in Delhi. In December 2019, the Hindu majoritarian government introduced new citizenship legislation. It caused widespread distress over its adverse implications for Muslims and a large section of socio-economically deprived populations. In response, millions of people, mainly from Dalit, Adivasi, and Bahujan backgrounds, took to the streets to protest. Unprecedentedly, young Muslim female students and women emerged at the forefront of the significant public debate. This situation disrupted the mainstream perception of oppressed Muslim women lacking public voice and agency. Drawing on the narratives of the Indian Muslim female students who participated in these protests, this article highlights their conceptions of, and negotiations with, the idea of India. In doing so, this article reflects on the significance of critical feminist protest as a form of “public pedagogy” for citizenship education as a powerful antidote to a supremacist, hypermasculine, and vigilante idea of India. Full article
(This article belongs to the Special Issue Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education)
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19 pages, 7248 KiB  
Article
University Spaces as Agents of National Belonging: Analysing the Visual Culture of Public Universities’ Campuses in India and Pakistan
by Laraib Niaz and Kusha Anand
Educ. Sci. 2021, 11(11), 741; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110741 - 16 Nov 2021
Cited by 1 | Viewed by 2800
Abstract
This article discusses the role of ‘space’ in Indian and Pakistani public sector universities in fostering national pride. University spaces have been highlighted, in both countries, for being used by the governments as agents fostering the national narrative yet there is limited research [...] Read more.
This article discusses the role of ‘space’ in Indian and Pakistani public sector universities in fostering national pride. University spaces have been highlighted, in both countries, for being used by the governments as agents fostering the national narrative yet there is limited research on how these spaces contribute to the visual culture of educational institutions and in the inculcation of nationalistic values. This article adds to the conversations regarding the fostering of national belonging and pride in universities by exploring space as a constitutive element of the visual culture of the higher education environment in India and Pakistan. In both countries, the physical spaces of public universities have become platforms for channelling student voices. This research uses two state-funded universities, from Delhi (in India) and Lahore (in Pakistan), and Lefebvre’s conception of space to conduct a discourse analysis of bulletin boards, graffiti, statues, sculptures, and any other imagery found online pertaining to the campuses and analyse how it is a ‘conceived’ and ‘perceived’ aspect of the visual culture of the universities. It adds to current scholarly conversations on national pride and consciousness in India and Pakistan by showing how university spaces can potentially play an active role in promoting the state’s narrative in students’ or educators’ everyday educational experiences. Full article
(This article belongs to the Special Issue Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education)
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Other

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8 pages, 331 KiB  
Systematic Review
Understanding the Experiences of Fulbright Visiting Scholars—A Qualitative Systematic Review
by Marisa Lally
Educ. Sci. 2022, 12(2), 90; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020090 - 28 Jan 2022
Cited by 3 | Viewed by 2816
Abstract
The Fulbright Program funds approximately 850 visiting scholars to the United States each year from over 100 countries. This study aimed to understand how the experiences of Fulbright visiting scholars are represented in education literature and beyond. This study used thematic analysis methods [...] Read more.
The Fulbright Program funds approximately 850 visiting scholars to the United States each year from over 100 countries. This study aimed to understand how the experiences of Fulbright visiting scholars are represented in education literature and beyond. This study used thematic analysis methods for a systematic review to examine relevant literature from the past 10 years (2011–2021). The study found that the experiences of scholars visiting Fulbright shape their academic lives in their home countries and their complex attitudes toward the United States, but their experiences are unique and depend on the geopolitical relationship between the United States and their home countries. Full article
(This article belongs to the Special Issue Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education)
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