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Talking Back to Globalization

Texts and Practices

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Edited By Brian Michael Goss, Mary Rachel Gould and Joan Pedro-Carañana

Globalization is one of the most widely circulated, high-stakes buzzwords of the past generation; yet discussion of the topic is often encased in paradox and contention over what globalization is, to whom and where it may (or may not) apply, and to what effect. In Talking Back to Globalization: Texts and Practices, contributors provide a series of case studies that stress the interplay between culture, politics, and commerce.
Interviews with Natalie Fenton and Radha S. Hegde survey globalization and its interpenetration with the spheres of journalism, activism, social media, and identity. The overview furnished by the interviews is followed by the volume’s two additional extended sections, «Texts» and «Practices.»
Chapters in the «Texts» section seek clues about globalization through its insinuation into mediated forms. The diverse selection of cases cover television, films, online travel web pages, blues music, and the political valences of Portuguese neo-fado.
Chapters in the «Practices» section address more diffused cases than media texts. Their analyses largely orient toward institutional concomitants of globalization that precede the subject’s experience of it. Chapters cover the trajectory of the European university, campaigns to shape journalistic practice during the Cold War, the posture of intellectuals vis-à-vis globalization, and the ideology that animates the Facebook experience.
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Chapter Seven: The Globalization of Universities: European Higher Education Area Viewed From the Perspectives of the Enlightenment and Industrialism

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CHAPTER SEVEN

The Globalization OF Universities

European Higher Education Area Viewed From the Perspectives of the Enlightenment and Industrialism1

JOAN PEDRO-CARAÑANA



This chapter is being written at a time when European university systems are undergoing a significant reorganization in the context of the European Higher Education Area (EHEA), also known as the Bologna Process (European Ministers of Education, 1999). At present, European Union (EU) universities are expected to transform and strengthen their links with society in the context of globalization. In both economic and cultural terms, the clearest underlying feature of the changes underway is the central role knowledge is expected to play in contributing to productive and reproductive processes. In this regard, the explicit aim of the Bologna Process is to turn universities into the driving force behind a knowledge society that would generate economic growth, consolidate social cohesion and facilitate the leading position that Europe has historically occupied in the world system.

The proposals for university reform being put forward in the current period of globalization are not the products of fate, but of historical contingency. They can therefore be analyzed as part of a long process of both academic and broader social changes, conflicts and resistances, and compared to other large-scale projects that have promoted the transformation of universities in the past. Specifically, this chapter relates the proposals of the EHEA reform to programs cultivated, on the one hand, by the...

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