The Evolving Prism: The Role of Nationalism in Canadian Higher Education

Autor/inn/en	Davies, Scott; Aurini, Janice
Titel	The Evolving Prism: The Role of Nationalism in Canadian Higher Education
Quelle	In: European Journal of Higher Education, 11 (2021) 3, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davies, Scott) ORCID (Aurini, Janice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2021.1942946
Schlagwörter	Nationalism; Higher Education; Foreign Countries; Educational History; Universities; Immigrants; Citizenship; Comparative Education; Brain Drain; Professional Personnel; International Education; Academic Degrees; Social Change; Land Settlement; Canada + Suchen Sie Ihr Suchwort? Nationalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; History of education; Bildungsgeschichte; University; Universität; Immigrant; Immigrantin; Immigranten; Staatsbürgerschaft; Vergleichende Erziehungswissenschaft; Personalbestand; Internationale Erziehung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Sozialer Wandel; Siedlungsraum; Kanada
Abstract	This paper describes three eras of state building and higher education in Canada. Higher education in 'Old Canada' before WWII was mostly a small collection of colleges that bore imprints of American and British institutions and provided personnel needed to develop a vast and sparsely populated territory. The 'Hey Day of Canadian Nationalism' from 1950 to 1990 greatly expanded universities and colleges in a broader project of modern state building and social uplift, borrowing organizational models from mass-access American state colleges. The third era, 'Transnational Nation-Building,' spanning the past 20 years, uses Canadian degrees and diplomas to lure selective immigrants who seek Canadian citizenship and entrée to an emerging transnational class of English-speaking professionals. That strategy, along with a series of converging forces, is leveraging Canadian colleges and universities to implicitly adopt a new institutional path. We end by discussing insights that the Canadian case may provide for comparative understandings of higher education and state building. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01