Discourses of antagonism and desire : marketing for international students in neighbourhood schools

Arber, Ruth 2009, Discourses of antagonism and desire : marketing for international students in neighbourhood schools, Globalisation, societies and education, vol. 7, no. 2, pp. 167-184.

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Title Discourses of antagonism and desire : marketing for international students in neighbourhood schools
Author(s) Arber, Ruth
Journal name Globalisation, societies and education
Volume number 7
Issue number 2
Start page 167
End page 184
Total pages 18
Publisher Routledge
Place of publication London, England
Publication date 2009-06
ISSN 1476-7724
1476-7732
Keyword(s) globalisation
international student programmes
discourses of desire
resistance
subjectivities
Summary This paper explores the consequences of these discourses for the ways that international students are identified and positioned within school communities. My argument is developed in four sections. The first describes my ongoing exploration into the impact of international student programmes in Australia. The second exemplifies my argument: exploring the day-to-day experiences of vice principals in two Victorian government state secondary schools as they market their schools, and examining the systemic and ontological discourses played out within those conversations. The third interrogates discourses of identity and difference, neo-liberalism and nave cosmopolitanism which I find shape teacher conversations about international student programmes. In the final section, I argue that the impact of the discourse formations implicit in teacher talk about international student programmes has been the objectification of international students and their ambivalent inclusion within the school community.
Language eng
Field of Research 200206 Globalisation and Culture
Socio Economic Objective 930199 Learner and Learning not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2009, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30022953

Document type: Journal Article
Collection: School of Education
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