André Elias Mazawi
University of British Columbia
Keynote Lecture
‘Border‐crossing as a viable choice: Collaboration, dialogue, and access to higher education’
44th Conference of the European Association for University Lifelong Learning Presidential Palace, Valletta, Malta: November 7, 2012
Source:
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Introduction
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Part I: Unpacking the notion of ‘border-crossing’
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Part II: Facets and Dynamics of ‘border-crossing’:
(a) Space of geopolitics
(b) Field of higher education collaboration
(c) Site of pedagogic practice
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Part III: Concluding Reflection
Unpacking the notion of border‐crossing
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Different dynamics of ‘border‐crossing’
(a) First example:
ƒ ‘Open access’
ƒ ‘Service learning’
ƒ Adult & university lifelong learning
(b) Second example:
ƒ Patents & Copyright enforcement
ƒ University‐Industry partnership’
Facets and Dynamics of Border‐Crossing
“Approaching border‐crossing as the capacity of individuals and groups to move in space, across borders of different kinds.”
“I'm
writing to provide you all with a quick update about my study permit
application. The result of my medical re-exam is negative, meaning that I
don't have any health complications. This was cleared since … September
and the result was then mailed to the … Embassy in [Capital City A],
which is responsible for medical clearance. However, since then I haven't
heard anything from the … Embassy in [Capital City B] about the status of
my study permit application. I emailed the Embassy [in Capital City A]
last this week and was told that the embassy in [Capital City B] hasn't yet
received a final medical clearance from the embassy in [Capital City A].
The embassy in [Capital City B] will follow up with the embassy in
[Capital City A] if they don't hear anything from them by … November.
They cannot follow up now as it is still within the processing times…, and
I am not allowed (nor have any means) to follow up with the medical
office in [Capital City A] directly.
This has worried me tremendously. I may not get updates about the status of
my study permit application until late November or early December, and I
may then be required to travel to [Capital City B] for an interview before a
study permit is issued. If this is the case, I don't see a possibility of my
arriving [at your University] on time to start the second term …”
Student
“how dynamics of horizontal collaboration are shaped by the increasing competitivity for markets among higher education institutions.”
“What counts as a viable border‐crossing learning context?”
“If learning is lifelong and life-wide, what
makes something specifically a learning
context and what is the relationship between
learning and context? What are the boundaries
of a learning context and how are these
established? How do we conceptualise the
notion of learning context and should we
perhaps abandon the notion altogether? And
how do people learn across contexts?’”
Richard Edwards (2006)
Whither border‐crossing?
“[A] Border pedagogy is attentive to developing a
democratic public philosophy that respects the
notion of difference as part of a common struggle
to extend the quality of public life. It presupposes
not merely an acknowledgment of the shifting
borders that both undermine and reterritorialize
different configurations of culture, power, and
knowledge. It also links the notions of schooling
and the broader category of education to a more
substantive struggle for a radical democratic
society”
Henry Giroux (2005)