Christian Normativity in Global Higher Education Policy and Practice (original) (raw)
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Critical Internationalization Studies Review, 2022
As a field, we increasingly recognize how the “internationalization” of higher education globally often means the spread of Westernization, marketization, and neocolonialism. But, where do Christianity and Christian supremacy belong in this discourse? In other words, given that Christianity is deeply entangled with—and some argue foundational to—colonization, Western onto-epistemology, capitalism and even the concepts of race and the nation state, in what ways is Christianization a consequence, or perhaps even a goal in some cases, of internationalization efforts? I respond to these questions and share examples from my research on higher education internationalization in Japan.
The New Global System: Lessons for Institutions of Christian Higher Education
Christian Education Journal: Research on Educational Ministry, 2006
Pervasive globalization and perennial separatism are the two paradoxical trends characterizing our planet today. Four dominant forces appear to be driving globalization: (a) mobility of capital, people, and ideas; (b) simultaneity-the rapid decline of the time lag between the introduction of a product or service and its adoption almost everywhere; (c) bypass-cross-border competition resulting in multiple choices for the consumer; and (d) pluralism-multiple centers of expertise and influence. These same forces are transforming Christian higher education's macro-environment. To avoid marginalization, institutions of Christian higher education must adapt. Adaptability to the new global environment requires accessibility, flexibility, relevance, and creativity.
Looking for god in the university: examining trends in Christian higher education
Higher Education, 2011
Amid the many recent treatments of the global growth of both Christianity and higher education, little to no attention has been given to distinctly Christian higher education. The survey reported in this essay uses an understanding of Christian education developed from analytical work by Robert Benne to examine the number and nature of colleges and universities that retain and nurture a distinct Christian identity. The results indicate that Christian higher education continues to expand throughout the world, challenging the assumed linear trend toward secularization. This paper focuses upon the results of our survey in countries beyond Canada and the United States where most of the recent growth is occurring. We found a total 579 institutions outside of these areas. When we analyzed the origins, denomination, size, funding, and areas of study of these institutions we found some unique patterns that shed light upon the group as a whole and how they relate to larger trends within higher education.
Christian universities and schools in relation and context
International Journal of Christianity & Education
There is often a relationship between Christian universities and colleges of higher education and schools of a Christian character. Canterbury Christ Church University was initially founded to provide more teachers for Church schools (Bowie et al., 2018a). It is part of a group of English universities called Cathedrals Group universities which profess an agenda for values-led higher education (https://www.cathedralsgroup.ac.uk/). A research study to find out what students, staff and schools thought really mattered in the teacher education provision made by these universities found they were seen as centres of expertise in teaching and learning and as having a distinctively person-centred philosophy of education (Bowie et al., 2018b). The qualitative and quantitative 2-year study involving six English universities with Christian foundations also found a rich variety of interpretations of this philosophy, according to context, self-understanding regarding the mission of universities, and the distinct contours of schools served by this provision. This ranged from what might be called a common good mission to 'The Five Thousand', which sought to provide a good teacher formation for all schools, to a specific apostolic mission to 'The Twelve' to serve the Christian schooling sector, as well as a particular concern to serve the most disadvantaged and vulnerable in schools. The English context is marked by diverse and plural populations of students and a secular climate in general. Additionally, the research found staff and student understanding and view of the Christian dimension of the university varied between institutions to a considerable degree. Nevertheless, that dimension was valued by the schools they served. The experience of leading this project in part inspired this journal issue. This issue draws together research into the different dimensions of engagement between Christian schools and Christian universities. The relationship between these institutions and the contexts in which they are situated reveals a web of
On the Idea of a Christian University
2016
Contemporary European higher education is in a state of turmoil – turmoil caused by such issues as market-driven mentalities, continuous under-funding, declining educational standards, over-worked teaching personnel and unmotivated students; and all these in spite of the sweeping educational reforms that have been implemented in Europe within the past two decades. The papers collected in this volume, however, offer an alternative vision of higher education – a vision that is theologically informed and Christian in its ethos. This vision will appeal to anyone interested to engage the challenges of our educational systems and make ethically suitable use of the opportunities arising due to technological and societal developments. This volume has its origins in the international symposium The Idea of a Christian University held at Institutul Teologic Penticostal from Bucharest, Romania during 23–24 May 2013. The event gathered together theologians and educators from around Europe and got them engaged in an exploration of the meaning and methods of higher education as seen in relation to Christian faith and within the practice of Christian communities. The papers given at the conference are reproduced here in the hope that the insights they offer will prompt further reflection on the place and necessity of Christian higher education within the contemporary society. The Christian origins of European and North-American institutions of higher education is a well-known fact. In the present volume, the ideas and ideals that gave birth to such institutions are revisited and presented as models to be followed. The contributors to the volume are either experienced Christian academics or have been on the receiving end of Christian higher education. As such, they are uniquely qualified to reflect on the subject matter addressed.