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.

Before Berkeley: Historical Perspectives on American Student Activism

Abstract: Student political activism in the United States antedates the Berkeley student revolt of 1964. American stu dents have been involved in political activities almost since the beginnings of higher education in the United States. Student activism in America has, in general, been linked to events in the larger society, and only seldom has been con cerned with the universities. The early political groups were small but provided a political education to many who later became active in intellectual life, the labor movement, and other areas. The student movement of the thirties was con cerned largely with the question of war and peace, although it had a strong undercurrent of radical politics. The im mediate post-World War II period was one of apathy on the campuses, and ended only with the rebirth of the student peace movement and later the civil rights movement in the late 1950's. These groups provided some of the organizational base for the emergence of the New Left in the mid-1960's. Thus, the historical back...

Comparative Education: Challenge and Response

Abstract: Comparative education is characterized today by a wide diversity of views, lively debates, and varying theoretical perspectives. Since Comparative Education Review and Comparative Education published their retrospective "state of the art" issues in 1977, the field has changed. In this essay, we will discuss some of these changes and the debates and research trends that have arisen since that time. Our interest is in the challenges posed to the field and the field's response. It is our view that since 1977 many of the approaches that underlay the field, articulated so perceptively in the British and American appraisals in Comparative Education and the Comparative Education Review, have come under criticism. Some have questioned the national comparisons that have traditionally characterized research and have argued cogently for world systems and regional analyses. Others have challenged the field to move beyond quantitative studies of school outcomes to qualitative research on educational processes. The theoretical assumptions that had guided the field, especially in the United States and particularly structural functionalism, have also emerged as subjects of intense debate. Some scholars have begun to explore alternative perspectives such as conflict theory, legitimation theory, and Marxism. Simultaneously, scholars challenged the field to consider subjects of inquiry that it had hitherto ignored. Among these are women's education, the concrete study of social and political institutions, and the question of how knowledge is disseminated, produced, and used. In the past decade, scholars in comparative education have also turned to reconsidering old questions, especially the role of education in bringing about modernization and social change. The pages that follow first consider the new challenges posited to the field since 1977 and then look at the field's response. Our discussion is based on an analysis of research that has appeared in the major journals in the field, such as Comparative Education Review, the International Review of Education, Compare, and Comparative Education, as well as in some of the major books published on the field in the United States and Great Britain, including those in the series issued by Pergamon and Praeger. Our discussion

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