1. International Education
John Winslade
College of Education, California State University San Bernardino

2. It is useful to conceive of international education in Gilles Deleuze’s terms as having a variety of lines of force running through it.
Lines of Force

3. 41
An event
Lines of force

4. Line of force The AID agenda Promote international understanding
Contribute to development
Avoid horrors of world war
Promote peace
Line of force

5. Line of Force The TRADE agenda Education marketplace
Education as “globally tradable product” (GATT)
Globalization
Neoliberalism
Increased mobility
Increased global ranking of universities
Line of Force

6. Line of Force Reduced government funding for universities
Requirement to become more entrepreneurial
Universities seeking to subsidize local students with international tuition fees
Line of Force

7. Line of Force International students more problematized
Getting US visas is more difficult
Migration crisis
Terrorism
Line of Force

8. A recent Line of Force Economic nationalism Trump, Putin, Kim Jong Un
Recognition of material competition
Belief in gaining advantage over other countries
Determination to get a slice of the pie as big as possible
A recent Line of Force

9. Pressure on universities to take students from countries loyal to “us”.
Rejection of the global marketplace ideal
What can we expect?

10. Trends Fivefold increase in student mobility, 1975- 2010
Happening in every country
UK: 10% of university budgets
Australia: 3rd largest export industry
Trends

11. Trends 25% of student mobility from China (2001)
China is now becoming a host country
42% of Asian students stay in Asia (2009)
Trends

12. Line of Flight Society founded upon knowledge Enlightenment ideal
Knowledge as communal property
Universities as places where people engage with knowledge
Line of Flight

13. What should we do? Complex situation requires complex response
Need new categories of analysis
Focus on international study rather than international student
Avoid exclusive focus on money-making or on economic nationalism
What should we do?
Line of flight

14. What should we do? Universities’ core business is in knowledge
Engagement with knowledge
Production of knowledge
Knowledge should be at the center
Knowledge is not owned by a student or by a university or by a country
Needs to be a two-way flow
What should we do?

15. What should we do? Need more transnational knowledge networks
A university education is an international education
Need a concept of academic mobility
What should we do?