Philip G. Altbach

Bio: Philip G. Altbach is an academic researcher from Boston College. The author has contributed to research in topics: Higher education & Comparative education. The author has an hindex of 71, co-authored 477 publications receiving 20157 citations. Previous affiliations of Philip G. Altbach include State University of New York System & University of Wisconsin-Madison.

Student Politics and Higher Education in the United States

Abstract: American students, until recently noted more for their political apathy than their interest in governmental issues, have received worldwide attention for their political activism in the past year. Starting with the Berkeley \"revolt\" of 1964, the American campus has seemingly exploded with political and social action, and the \"new student left\" has become the subject of much analysis--by educators worried about the tranquility of their institutions, government officials concerned about \"subversive\" influences on the campus, social scientists interested in political movements, and by the mass media. The number of articles, books, and dissertations on the new student movement in the United States has become substantial.2 In the past decade, various events have taken place which have emphasized the importance of students in politics and higher education in many of the developing areas. Spurred by student demonstrations which have succeeded in toppling governments in such nations as Turkey, South Korea, and South Vietnam, both academic observers and government officials have taken an increased interest in student political activities and movements. The historical role of students in various independence movements, in India, Burma, Vietnam, Algeria, and other nations, and their potential as \"incipient elites\" in many new nations have also come under analysis.3 In Spain and Portugal, students have played a major role in demanding more academic and political freedom. More recently, students in the industrially advanced nations have also taken a politically active role, and have obtained their share of newspaper headlines. Student strikes in France, Italy, and West Germany demanding better educational facilities, and the recent upsurge of American student activity seem

Student Politics: Activism and Culture

Abstract: Student movements and organizations at the postsecondary level have an immense and often ignored impact not only on students and student cultures but also on academic institutions and sometimes on society.1 The most visible student organizations are activist political movements, which received considerable attention particularly in the aftermath of the volatile 1960s. Activist movements have not only had a significant impact on universities, but have occasionally created social unrest and sometimes revolution. However, there are many kinds of less dramatic student organizations, ranging from cultural and social organizations (including fraternities and sororities) to student publications, newspapers and athletic groups. This chapter is mainly concerned with those organizations that have an impact on politics, culture and society. It does not deal with the purely social element of extra-curricular life—although for many students this is the most important aspect—or with the changing attitudes and values of students, which may influence the scope and nature of organizational life. It is focused on the organizational aspects of extra-curricular life in higher education and stresses those parts that have a wider impact on both the university and society (Horowitz, 1987). The student organizational culture in higher education is active and complex in most colleges and universities worldwide. Institutions, of course, have different cultures and norms, and the nature of student organizations varies not only from country to country but among academic institutions. While there may be restrictions of various kinds on student groups—ranging from bans on political organizations to censoring of student newspapers—in most respects and in most contexts, student organizations and movements have considerable freedom and autonomy. With the expansion of higher education worldwide in the last half of the 20th century, student culture and activism has changed. Students are no longer recruited mainly from elite sectors of the population. Women are a significant proportion of the student population, and ethnic and racial minorities, once largely excluded, are part of the academic community. The student population is diverse, and in many countries largely representative of the general population. Many students work while studying, many study part-time, and these factors have caused a profound change in student culture and activism. Generally, students today are more focused on vocationally relevant academic programs and with their participation in the labor market.

What About Us

Abstract: Established in 2006, TATA Africa Services (Nigeria) Limited operates as the nodal point for Tata businesses in West Africa. TATA Africa Services (Nigeria) Limited has a strong presence in Nigeria with investments exceeding USD 10 million. The company was established in Lagos, Nigeria as a subsidiary of TATA Africa Holdings (SA) (Pty) Limited, South Africa and serves as the hub of Tata’s operations in Nigeria and the rest of West Africa.

The Internationalization of Higher Education: Motivations and Realities

Abstract: Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.

Education at a Glance

Abstract: A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

The cultural politics of English as an international language

Abstract: Acknowledgements 1. The World in English Introduction: from Hurt Waldheim to Johnny Clegg The natural, neutral and beneficial spread of English The social, cultural and political contexts of English The worldliness of English Conclusion 2. Discourse and Dependency in a Shifting World Introduction: rethinking internationalism Development, aid and modernization Dependency and imperialism Culture, discourse, difference and disjuncture Criket, English and cultural politics 3. English and Colonialism: Origins of a Discourse Introduction: the complexities of colonialism Anglicism and Orientalism: two sides of the colonial coin English for the few: colonial education policies in Malaya Anglicism and English studies Conclusion 4. Spreading the Word/Disciplining the Language Introduction: anti-nomadic disciplines The disciplining of linguistics The disciplining of applied linguistics The spreading and disciplining of discourse of EIL 5. ELT From Development Aid to Global Commodity From cultural propaganda to global business: The British Council 'The West is better...': discourses of ELT English Language Teaching practices as cultural practices Conclusion: the compass of discourse 6. The Worldliness of English in Malaysia Contexts Cultural politics after independence Malay nationalism and English English, class and ethnicity English adn Islam English and the media The debates continue 7. The Worldliness of English in Singapore English as a useful language The making of Singapore Singapore English Pragmatism, multiracialism and meritocratism Pragmatic, multiracial and meritocratic English Conclusion 8. Writing Back: The Appropriation of English Postcolonial English Re-presenting postcolonial worlds Worldy texts in a worldly language Decentered voices: writing in Malaysia Centered voices: writing in Singapore From aestheticism to yuppyism: the new writing in Singapore From writing back to teaching back 9. Towards a Critical Pedagogy for Teaching English as a Worldly Language Critical pedagogies Discourse, language and subjectivity Insurgent knowledges, the classroom and the world References Index

English as a global language

Abstract: A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents