Terri Kim
Yonsei University, Institute for Educational Research, Department Member
- UCL Institute of Education, Icis; Eps, Department MemberUniversity of East London, Cass School of Education and Communities, Department Memberadd
- Comparative Education, Comparative Higher Education, International Relations, Internationalization, Migrations, Transnationalism, and 57 moreNationalism, Intellectual History, Diasporas, Higher Education, Higher Education Policy, Sociology of Knowledge, Equality and Diversity, Leadership, Academic Profession, Identity (Culture), National Identity, Interculturality, History of Christianity, Policy Transfer, Race and Ethnicity, Colonialism and Imperialism, Historical and Comparative Sociology, Korean Studies, East Asian Studies, International Relations and European Studies, Academic Mobility, Elites (Political Science), History of Elites, Diversity & Inclusion, Belonging and Citizenship, Intercultural Communication, Intercultural Education, InterCultural Studies, Transnational migration, Diaspora and transnationalism, Transnational Social Movements, Minority-Majority Relations, Empires, Nationalism And State Building, Nationalism and Decolonization, History of Nationalism and Nation-Building, Christianity and Nationalism, Jewish Studies, Creative Commons, Commons, Ideology, Sociology of Intellectuals, Public Intellectuals, History of Intellectuals, Knowledge & intellectuals, Academics, Platform Capitalism, Surveillance Studies, Digital Media & Learning, Open Society, Karl Popper, Knowledge Management, Colonial Studies, Modernity/coloniality/decoloniality, Sociology of Religion, Christianity, and Jewish Historyedit
- Terri Kim, PhD (London), PFHEA, is a Professor of Comparative Higher Education with 23 years of international academi... moreTerri Kim, PhD (London), PFHEA, is a Professor of Comparative Higher Education with 23 years of international academic and professional experience in the UK and Europe (currently on leave for book writing projects with an honorary professorship at the University of East London (UEL) and an honorary senior research fellowship at the Institute of Education, University College London (UCL); and a Visiting Professorship at Yonsei University in Seoul, Korea).
Previously she was a research consultant to OECD; Visiting Scholar in International Relations at London School of Economics and Political Science (LSE); Brain Korea 21 Contract Professor at Seoul National University (SNU), Lecturer at Brunel University London; Visiting Scholar at L’Institut d’études coréennes (I.E.C.), Collège de France in Paris; Distinguished Visiting Scholar at Monash University in Melbourne; full Professor of Comparative Higher Education at UEL; and Academic Visitor (Senior Member) at St Antony’s College, University of Oxford.
Her intellectual training and research has been interdisciplinary and transnational. After graduating from Yonsei University with a BA in Education (summa cum laude) in 1991, she studied at the Institute of Education, University of London (now the UCL Institute of Education), where she earned her MA degree in Comparative Education (Distinction on Dissertation) in 1992 and her PhD degree in Comparative Higher Education in 1998. (Her PhD Thesis was published as a book by Routledge in 2001; and re-issued in 2018). Subsequently she did her postdoctoral research in International Relations at LSE in 2000-01.
Her scholarly interests centre on transnational academic mobility/migration, knowledge, and identity; international relations, diaspora, internationalisation and EDI, the academic profession, state-university relations, university governance and leadership, religion, comparative historical sociology and comparative intercultural education theory and methodology.
She is a Vice President of the CESE (Comparative Education Society in Europe: https://cese-europe.org/executive-committee); a member of the QS Global Advisory Committee; and the editorial board of Comparative Education, Intercultural Education, and Policy Reviews in Higher Education. She has published one book, Forming the Academic Profession in East Asia: A Comparative Analysis (Routledge, 2001/2018), five edited volumes as Special Issues, and 59 articles internationally (Google Scholar: https://scholar.google.co.kr/citations?user=nV2UPg8AAAAJ&hl=en&oi=ao).
Some of her publications have been translated into French, Japanese, Spanish, and Lithuanian so far, and six of her articles have been included in the reading lists of seven postgraduate courses in major universities internationally (in the UK, USA, Canada, Denmark, Greece, and Japan).
Many of her invited talks (81 invitations in 21 countries, including 37 plenary/keynote speeches and guest lectures) have permitted her to translate her research-based knowledge in accessible ways to diverse international academic communities and international organisations, as well as national governments and other policy-making stakeholders: e.g., OECD Higher Education 2030, European Migration Network, Academia Europaea, Universities UK, Public Policy Exchange, QS Aim, Times Higher Education, University World News, etc.
Google Scholar: https://scholar.google.co.kr/citations?user=nV2UPg8AAAAJ&hl=en&oi=ao
Academia.edu: https://yonsei.academia.edu/TerriKim
ResearchGate: https://www.researchgate.net/profile/Terri-Kim-3/stats
LinkedIn: https://www.linkedin.com/in/professor-terri-kim-a001169/
Facebook: https://www.facebook.com/terri.kim
Twitter: https://twitter.com/kimterriedit
The modernity of nations and nationalism has been taken for granted as a self-evident truth, as Gellner (1983) claims, prevailing 'in the modern world and nowhere else' (p. 138). However, the conventional commentaries about tensions... more
The modernity of nations and nationalism has been taken for granted as a self-evident truth, as Gellner (1983) claims, prevailing 'in the modern world and nowhere else' (p. 138). However, the conventional commentaries about tensions between ethnicities and nationalism in making modern nations (e.g. Smith; Hutchinson & Smith) have not been of major relevance to the case of Korea. The notions of Korea as 'an ethnic nation' and 'a state' (with no recognized ethnic or cultural minority) have been coeval since ancient times-fi rst identifi ed with Gojoseon, the fi rst Korean kingdom (2333 to 108) which indicates the origin of the Korean people 2 , and since the seventh century, identifi ed with unifi ed Silla (668-935), followed by Goryeo (918-1392) and Joseon (1392-1897). Until the late nineteenth century, Korea had been a thorough-going Confucian ideology-based bureaucratic nation-state, applying the tenets of Confucianism in its governing system (Kim, 2001/2018). Korea adopted Confucianism in the fourth century together with the Chinese written language (Eckert et al., 1990 , p. 30). The ancient Confucian civilization world had its own rational cosmopolitanism, within which Joseon [the Korean Confucian State] (1392-1897) was a neo-Confucian ideology-based bureaucratic nation-state. Education was a key instrument to uphold the Confucian state ideology and maintain the state apparatus and socioeconomic structure. Sungkyunkwan (1392-1894), the national higher education institution in Joseon, was a training institution for the higher civil service as was its predecessor, Gukjagam in Goryeo (935-1392) (Kim, 2001/2018). The Confucian state in Korea, as in China, orchestrated the national civil service examination system, through which civil servants (Confucian scholar mandarins) were selected in meritocratic principle. In this regard, the conventional juxtaposition of ethnic versus civic nationalism in the existing literature (e.g. Hutchinson & Smith, 1994) is a Eurocentric assumption and thus limited to explain the origins and evolution of Korean nation and nationalism which entailed both ethnic and civic elements (Kim & Bamberger, 2021a). Furthermore, the drastic change in the nature of the state in modern Korean history is atypical : that is from the long-standing Confucian
Research Interests: Christianity, Japanese Studies, Comparative Politics, International Relations, Transnationalism, and 15 moreGeopolitics, Korean Studies, Nationalism, Colonialism, East Asian Studies, National Identity, Nationalism And State Building, Diaspora Studies, Political Ideology, Transitology (Political Science), History of Nationalism and Nation-Building, Ethnicity and Nationalism, North Korea (politics and society), Political Economy and History, and Nation building and State making
This paper considers both the macro and micro contexts of transnational academic research collaboration and co-authorship in HSS. It is argued that academic collaboration in the form of “co-authorship” in the fields of HSS may be... more
This paper considers both the macro and micro contexts of transnational academic research collaboration and co-authorship in HSS. It is argued that academic collaboration in the form of “co-authorship” in the fields of HSS may be intrinsically an oxymoron in nature. It suggests the structural dissonance in the process of knowledge creation in HSS – a radical differentiation between narrative knowledge in HSS produced for our understanding and its storage and capitalization for scientification and datafication. The paper discusses structural and agentic attributes to transnational academic collaboration and the embedded power relationships within and its ethical implications.
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This thesis analyses the changing shape of the academic profession in (South) Korea and Malaya or Malaysia, and Singapore since the colonial period. The argument is that the shape of the academic profession which has emerged by the... more
This thesis analyses the changing shape of the academic profession in (South) Korea and Malaya or Malaysia, and Singapore since the colonial period.
The argument is that the shape of the academic profession which has emerged by the contemporary period is a reflection of both the inherited models of higher education and their redefinition after the colonial period. The specific argument of the thesis is that the shaping of the academic profession in these three countries can be understood because of this colonial genesis and because the State formations of the colonial and postcolonial periods permitted only restricted social space for the university and academic autonomy.
Chapter One and Chapter Two set out the theoretical perspective of the thesis, for analysing the academic profession. Chapter Three investigates the emergent academic professions of Korea and Malaya under Japanese and British colonialism. Chapter Four analyses the ways in which the academic professions in South Korea and Malaysia and subsequently Singapore were affected by the modernity projects of the newly independent States and shows how those efforts were affected by the colonial inheritance - and how far an escape was made from that history. The theme extends to the contemporary changes in the shape of the academic profession - its institutional locations, its knowledge priorities, and its international relations - under pressures of globalization and the new policies of 'internationalization' of education in South Korea, Malaysia and Singapore.
Chapter Five as the conclusion to the thesis tries to show how the changing shape of three Asian academic professions can be understood through the social and political contexts of these three States - the formation of the academic profession being more affected by these contexts and by State projects than by imported 'ideas of the university'.
The argument is that the shape of the academic profession which has emerged by the contemporary period is a reflection of both the inherited models of higher education and their redefinition after the colonial period. The specific argument of the thesis is that the shaping of the academic profession in these three countries can be understood because of this colonial genesis and because the State formations of the colonial and postcolonial periods permitted only restricted social space for the university and academic autonomy.
Chapter One and Chapter Two set out the theoretical perspective of the thesis, for analysing the academic profession. Chapter Three investigates the emergent academic professions of Korea and Malaya under Japanese and British colonialism. Chapter Four analyses the ways in which the academic professions in South Korea and Malaysia and subsequently Singapore were affected by the modernity projects of the newly independent States and shows how those efforts were affected by the colonial inheritance - and how far an escape was made from that history. The theme extends to the contemporary changes in the shape of the academic profession - its institutional locations, its knowledge priorities, and its international relations - under pressures of globalization and the new policies of 'internationalization' of education in South Korea, Malaysia and Singapore.
Chapter Five as the conclusion to the thesis tries to show how the changing shape of three Asian academic professions can be understood through the social and political contexts of these three States - the formation of the academic profession being more affected by these contexts and by State projects than by imported 'ideas of the university'.
Research Interests: International Relations, Higher Education, Postcolonial Studies, Sociology of Knowledge, Korean Studies, and 13 moreIdentity (Culture), Malaysia, East Asian Studies, Singapore, Knowledge Transfer, British Empire, Globalization And Higher Education, Higher Education Policy, Comparative Education, Academic Profession, Internationalisation of Higher Education, University, and Colonial Studies
Kim, T. (2021) ‘The positional identities of East Asian mobile academics in UK Higher Education: a comparative analysis of internationalisation and equality and diversity’ Chapter 3, pp. 47-70. In Klerides, E. & Carney, S. (Eds.).... more
Kim, T. (2021) ‘The positional identities of East Asian mobile academics in UK Higher Education: a comparative analysis of internationalisation and equality and diversity’ Chapter 3, pp. 47-70. In Klerides, E. & Carney, S. (Eds.). Identities and education: Comparative perspectives in times of crisis. London: Bloomsbury https://www.bloomsbury.com/uk/identities-and-education-9781350141315/
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Originally published in 2001, Forming the Academic Profession in East Asia, examines the changing shape of the academic profession in South Korea, Malaysia and Singapore since the colonial period, and as a reflection of both the inherited... more
Originally published in 2001, Forming the Academic Profession in East Asia, examines the changing shape of the academic profession in South Korea, Malaysia and Singapore since the colonial period, and as a reflection of both the inherited models of higher education and their redefinition after the colonial period. The analysis takes into account the connections and disconnections between the colonial and postcolonial periods in shaping the academic profession.
Ce chapitre se penche sur l’avenir de la politique de l’enseignement superieur au Japon et en Coree, au vu d’une evolution demographique rapide qui se caracterise par une population vieillissante, un taux de natalite bas et la saturation... more
Ce chapitre se penche sur l’avenir de la politique de l’enseignement superieur au Japon et en Coree, au vu d’une evolution demographique rapide qui se caracterise par une population vieillissante, un taux de natalite bas et la saturation des marches de l’enseignement superieur suite au succes de la politique d’enseignement superieur universel dans les deux pays. Cette analyse comparative du Japon et de la Coree peut egalement fournir quelques informations utiles pour d’autres pays de l’OCDE qui devront relever des defis demographiques a long terme similaires lorsqu’ils elaboreront les programmes de leur politique en matiere d’enseignement superieur.
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Purpose The purpose of this qualitative study is to explore how highly educated women respond to career chance events in a Korean context where traditional cultural values and male-dominated organizational culture coexist.... more
Purpose The purpose of this qualitative study is to explore how highly educated women respond to career chance events in a Korean context where traditional cultural values and male-dominated organizational culture coexist. Design/methodology/approach The authors conducted 50 semi-structured interviews with highly educated women operationalized as women with doctoral degrees in and out of Korea. The authors used a collaborative research process with a team of ten Korean-born researchers who have built consensus on research themes through discussions on the collection and analysis of a large data set, thus reducing the researcher bias issue inherent in qualitative research. Findings In an analysis of the interview data collected, the authors report on three themes: before obtaining a doctoral degree, during and after their doctoral study and responses (coping strategies) to chance events in their careers. Highly educated women’s pursuing a doctoral degree was a way to maintain work–li...
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Comparative education has not given sufficient attention to the multiple transnational and intercultural dimensions of educated identity. The article argues that 'majority' logic is embedded in comparative education, where the world is... more
Comparative education has not given sufficient attention to the multiple transnational and intercultural dimensions of educated identity. The article argues that 'majority' logic is embedded in comparative education, where the world is conceptualised as the 'international society of nation-states' rooted in the dominant Grotian worldview. It presents a typology of three worldviews that can shape different approaches to comparative education, leading to diverse interpretations of educational phenomena and systems, and envisioning different futures. It then delves into the complex interplay between knowledge and identity, and between Homeworld and Alienworld, adopting a phenomenological perspective: moving from normality to normativity, from knowledge to narrative, and from international to intercultural. The article proposes an interface between comparative education and intercultural education, embracing mobility, migration, diaspora, and transnational identity as essential components of 'comparative intercultural education'.
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In comparative education, words like ‘culture’ and ‘foreign’ are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of ‘area... more
In comparative education, words like ‘culture’ and ‘foreign’ are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of ‘area expertise’. Wonderment at the multiple cultures of the world diminishes. In the post-war reconstruction period especially after 1950, theoretical work in comparative education did not retain the potentials of ‘multiculturality’ and ‘interculturality’ as crucial concerns. Thus, the strategic theme of this article is an analysis of what we lost and why and what is being overlooked in the dominant agenda of attention in comparative education such as majority-minority power relations in the politics of representation, transnational space for diasporas, competing worldviews, and epistemological hegemony. Overall, we need to assess what it is we are not-seeing. We also need to reflect on the ethics of comparative education, lest we become satisfied with being routinely relevant for practical policy and delivering ‘robust and relevant research’. We should ask, relevant for whom and relevant to what?; and what might a closer relationship between comparative education and intercultural education imply for some ‘futures’ of ‘comparative education’?
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The modern history of Korea was hard, turbulent, and complex with multiple ‘transitologies’ from the long-standing Confucian ideology-based bureaucratic nation state (1392–1897) to a modern Korean ethnic nation (as a stateless nation)... more
The modern history of Korea was hard, turbulent, and complex with multiple ‘transitologies’ from the long-standing Confucian ideology-based bureaucratic nation state (1392–1897) to a modern Korean ethnic nation (as a stateless nation) within the Japanese Empire (1910–1945) and then to two ideologically contrasting Korean nation-states (1948 to present): Republic of Korea and Democratic People’s Republic of Korea. This chapter analyses how Protestantism and Christian private education played an intrinsic role in forming and shaping modern Korean ethnic nationalism and internationalism during the colonial period and in founding the two Korean nation-states. Taking the ‘ethno-symbolic’ approach, the chapter explains the longue durée and ideational contexts that shaped modern Korean ethnic nationalism and highlights the critical role of Christianity, aligned with indigenous beliefs and political ideologies and modern education, in creating a messianic vision for Korean nation-building. It concludes that Korean ethnic nationalism has been the most forceful ideological ‘discourse’ in the two Koreas.
Research Interests: Christianity, International Relations, Korean Studies, South Korea, Nationalism, and 10 moreNationalism And State Building, History of International Relations, Internationalism, Korean Education, North Korea (politics and society), Developmental State, Nation-State, Banal nationalism, Ethnicity and National Identity, and Nation building and State making
Kim, T. (2023) ‘How has Comparative Education research contributed to the internationalization of education research and its academic societies under globalization?’ to be published in the Special Issue of Comparative Education Bulletin... more
Kim, T. (2023) ‘How has Comparative Education research contributed to the internationalization of education research and its academic societies under globalization?’ to be published in the Special Issue of Comparative Education Bulletin of the Japan Comparative Education Society 比較教育学研究第66号〔2023年〕No. 66., pp. 126-142. https://www.jstage.jst.go.jp/browse/jces1975/list/-char/en
Abstract
Globalization and internationalization have been popular terms in educational studies and important frameworks of thinking for education research and many academic societies’ conference themes contemporaneously. Comparative education research, with a mixture of both practical and theoretical agendas, has always involved ‘border-crossing’ mobility. ‘Border-crossing’ is arguably an essential act in doing comparative education research and has both actual and symbolic significance with direct relevance to globalization and internationalization. Comparative education researchers themselves are those who have moved out of their comfort zones and think and research more globally, assuming the position of ‘a stranger’ employing the ‘comparative gaze’. As well evinced in the history, however, comparative education research is axiomatically conditioned by geopolitics and international relations of the contemporary times. The agenda of attention in doing comparative education has also shifted accordingly. Against the backdrop, this paper discusses the meanings and implications of ‘border crossing’ in doing comparative education research and its impact on the internationalization of educational research and its academic societies under globalization.
Abstract
Globalization and internationalization have been popular terms in educational studies and important frameworks of thinking for education research and many academic societies’ conference themes contemporaneously. Comparative education research, with a mixture of both practical and theoretical agendas, has always involved ‘border-crossing’ mobility. ‘Border-crossing’ is arguably an essential act in doing comparative education research and has both actual and symbolic significance with direct relevance to globalization and internationalization. Comparative education researchers themselves are those who have moved out of their comfort zones and think and research more globally, assuming the position of ‘a stranger’ employing the ‘comparative gaze’. As well evinced in the history, however, comparative education research is axiomatically conditioned by geopolitics and international relations of the contemporary times. The agenda of attention in doing comparative education has also shifted accordingly. Against the backdrop, this paper discusses the meanings and implications of ‘border crossing’ in doing comparative education research and its impact on the internationalization of educational research and its academic societies under globalization.
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This chapter explores unofficial stories of internationalisation, equality and diversity in HE by taking intersectional approaches to minority ethnic identities from a comparative perspective. It takes the case of East Asian mobile... more
This chapter explores unofficial stories of internationalisation, equality and diversity in HE by taking intersectional approaches to minority ethnic identities from a comparative perspective. It takes the case of East Asian mobile academics in UK universities, whose narratives have not been very visible within the main stream literature on HE internationalisation and EDI (Equality, Diversity and Inclusion) policy. It adopts a narrative-constructivist methodology and makes a comparative, heuristic inquiry about the international power relations entailed in HE policies and embodied in East Asian academics. There is disparity between the two sets of neoliberal policy discourses in UK HE: i.e. the market-framed internationalisation policy for ‘excellence’ on the one hand and the over-generalised equality/diversity policy for ‘inclusion’ on the other. Against that background, it analyses how East Asian mobile academics make sense of their cross-border mobility, current work conditions, and how they have been subjected, and have subjected themselves, to the neoliberal discourses and practices of ‘excellence’ and ‘inclusion’ in UK HE. In conclusion, it conceptualises ‘Confucian-neoliberal’ attributes as a way to understand the positional identities of East Asian mobile academics.
Keywords: East Asian; academic mobility; internationalisation; Equality and Diversity; positional identity; ‘Confucian-neoliberal’
Keywords: East Asian; academic mobility; internationalisation; Equality and Diversity; positional identity; ‘Confucian-neoliberal’
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Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and... more
Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulrich, Lauwerys, Bereday). There are many more transnationally- mobile academics doing comparative education these days and we do not yet have a clear Gestalt which permits us to grasp how and why they are engaged in comparative education. This article explores this general theme, not least in terms of the concept of ‘the foreign’. The article wonders about and explores the theme of a ‘diasporic comparative education’, here taken to mean the kinds of re-thinking of comparative education undertaken by those who choose to undergo the existential and intellectual stresses of ‘becoming foreign’ while they embrace the professional identity of being ‘comparative educationists’.
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This paper starts with an overview of the policy and practices of restructuring higher education in South Korea in light of the distinctive characteristics of Korean development and the (un)changing relationship between the State and... more
This paper starts with an overview of the policy and practices of restructuring higher education in South Korea in light of the distinctive characteristics of Korean development and the (un)changing relationship between the State and Higher Education. The majority of higher education institutions (about 85%) in Korea are private, and private universities are dominant: eight out of top ten HEIs in Korea are private universities, and the direct involvement and investment of Chaebol [conglomerates] in the governance and management of universities has been notable. This trend has further intensified amid the process of neoliberal restructuring and global marketisation. There is a public rhetoric about neo-liberal public sector reforms and restructuring; and policy implementations are being made accordingly in Korea as elsewhere. The Korean example, in its changing but continuous triadic relationships between the State, the Corporate and the University implies a sharp contemporary question of relevance to many countries including the UK - especially given the increasingly ambivalent public-private boundaries in higher education: i.e. the question of accountability for whom, in whose interests, and for what purposes and what will be the long-term consequences?
This article offers a reflexive analysis and discussion of the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes ‘comparative knowledge’ is not solely Wissenschaften but more often... more
This article offers a reflexive analysis and discussion of the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes ‘comparative knowledge’ is not solely Wissenschaften but more often entwined with Weltanschauungen, derived from lived experiences – as exemplified in the biographic narratives of some of the major intellects. It reviews the notions of the ‘gaze’ and the concepts of the Other and Homeworld/Alienworld as epistemic positioning in doing comparative education. In the framework of phenomenological thinking, the paper discusses the intimate relationship between comparative knowledge and positional knowledge.
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The central theme of this paper is contradictions: the ways in which official agendas of internationalisation in higher education are disturbed by the principles of inclusion and exclusion in the local context of university academic... more
The central theme of this paper is contradictions: the ways in which official agendas of internationalisation in higher education are disturbed by the principles of inclusion and exclusion in the local context of university academic culture. The case of South Korea shows how the national policies for the inter-nationalisation of higher education are translated into local cultural practice inside academe: What are the ‘positions’ of foreign and female academics in the specific national university context? How are they constructed by official policies of inter-nationalisation? How are they experienced by individuals to form new reflexive identities? The paper offers an illustrative analysis of the positioned and positional identities of foreign and female academics and the boundaries of inclusion and exclusion drawn around their identities. This exploratory study is aimed at future research agendas for a larger theoretical study on internationally mobile academics in different social ...
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Research Interests: Intellectual History, Sociology, Higher Education, Sociology of Knowledge, Management of Innovation, and 15 moreSociology of Professions, Global and Comparative Sociology, Globalization And Higher Education, Intellectual and cultural history, Higher Education Policy, Academic Profession, Comparative and historical sociology, Knowledge, Internationalization of higher education, Transnational academic mobility, Transnational Identity Capital, Education Systems, Historical and Comparative Sociology, Identity Capital, and Transnational Academic Capitalism
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This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework.... more
This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-based literature has focused on hegemonic notions of 'white privilege'. Neither discourse provides an adequate, comparative perspective of power relations within diverse racial and ethnic groups. In advancing this perspective, the article compares the experiences of two groups of East Asian academics working in UK universities. One group is foreign-born but has strong British identities following their English élite education. The other group came to the UK for postgraduate studies and/or chose to work in Britain. The paper changes the picture of a static, black and white perspective in the BME policy and CRT literature by offering a dynamic, fluid discourse involving East Asian academics' narratives of their positional identities and choices. ARTICLE HISTORY
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This paper illustrates the transfer of university models from Europe and America to East Asia and will consider how international power relations in different times transform ideas about the university, in the process of global transfer.... more
This paper illustrates the transfer of university models from Europe and America to East Asia and will consider how international power relations in different times transform ideas about the university, in the process of global transfer. These relations will be identified with different forms of the state: imperial, colonial, welfare and market state.
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Routledge, Taylor & Francis Group, Customer Service, 7625 Empire Drive, Florence, KY 41042 ($80). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); Web site: http://www.taylorandfrancis .com. ... Help ERIC expand online... more
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Modern universities have largely been portrayed in the literature as an extension of nation building projects, focusing on the state as primary actor. This article challenges such presuppositions by separating 'nation' and 'state' and... more
Modern universities have largely been portrayed in the literature as an extension of nation building projects, focusing on the state as primary actor. This article challenges such presuppositions by separating 'nation' and 'state' and with a critical appropriation of diasporic subjectivity and institutions from a comparative historical perspective. The article has four themes: 'diaspora', 'ethnic internationalism', 'stateless nations' and 'internationalisation' in higher education (IHE). It illustrates these themes and their interrelationships by considering Koreans in the Japanese colonial period (1910-1945) and Jews during the British Mandate for Palestine (1920-1948) and construing them as stateless nations. These two historical cases illustrate how higher education was linked to ethnonational diasporas and internationalisation in the absence of a supportive state apparatus. The paradox is that ethnic nationalism was not only compatible but often overlapped with ethnic internationalism in higher education. The conclusion of this comparative study suggests the implications for the twenty-first century and the important role of diaspora in processes of IHE then and now.
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This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework.... more
This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-based literature has focused on hegemonic notions of 'white privilege'. Neither discourse provides an adequate, comparative perspective of power relations within diverse racial and ethnic groups. In advancing this perspective, the article compares the experiences of two groups of East Asian academics working in UK universities. One group is foreign-born but has strong British identities following their English élite education. The other group came to the UK for postgraduate studies and/or chose to work in Britain. The paper changes the picture of a static, black and white perspective in the BME policy and CRT literature by offering a dynamic, fluid discourse involving East Asian academics' narratives of their positional identities and choices. ARTICLE HISTORY
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Terri Kim is Professor of Comparative Higher Education (Hon. full prof. and the founding Leader of Higher Education Research Group (HERG) at UEL); Visiting Professor at Yonsei University, Seoul, Korea; Honorary Senior Research Fellow at... more
Terri Kim is Professor of Comparative Higher Education (Hon. full prof. and the founding Leader of Higher Education Research Group (HERG) at UEL); Visiting Professor at Yonsei University, Seoul, Korea; Honorary Senior Research Fellow at UCL Institute of Education, ICIS; and Principal Fellow of Higher Education Academy in the UK. Previously she was a research consultant to OECD/CERI; Visiting Scholar in International Relations at LSE and the Collège de France in Paris; Distinguished Visiting Scholar at Monash University in Melbourne; and Academic Visitor at St Antony’s College, Oxford.
Her research interests include the relations of territory, mobility, knowledge and identity; diasporas and internationalization; state-university relations; the academic profession and leadership in HE. Her longstanding research has focused on how border-crossing academic mobility/migration has led to new knowledge creation and radical innovations that shift paradigms; and translating these innovations into social impact to contribute to human flourishing and inclusive social justice. She has analysed the diverse contexts of HE Internationalisation and EDI in the UK and other countries from a comparative perspective. She co-led the UK Advance HE-funded project: Diversifying Leadership in HE. She has served as a co-convener of the SRHE Policy Network, a member of the Executive Committee of CESE (Comparative Education Society in Europe) and the editorial board member of Comparative Education, Intercultural Education, British Journal of Educational Studies, and Policy Reviews in Higher Education.
She has published one book, Forming the Academic Profession in East Asia: a Comparative Analysis (Routledge, 2001/ Re-issued in 2018), five edited volumes as Special Issues: Internationalisation and Development in East Asian Higher Education (2016); Diaspora and Internationalisation in Higher Education (2021); Biographies of Comparative Education: Knowledge and Identity on the Move (2020); Religions and Comparative Education (2019); Interculturality and Higher Education (2009) and 61 articles internationally (Google Scholar: https://scholar.google.co.kr/citations?user=nV2UPg8AAAAJ&hl=en&oi=ao).
She has a strong track record of disseminating - nationally and internationally - her findings through research, policy and public fora. These have permitted her to translate her research-based knowledge in accessible ways to diverse international academic communities and international organisations as well as national governments and other policy-making stakeholders. Many of her invited talks and publications have directly addressed future directions and related them to the needs of the relevant governments as well as to the interests of civil society, e.g. OECD HE 2030 project; the European Migration Network seminar keynote.
Website: https://terrikim.academia.edu/
Google Scholar: https://scholar.google.co.kr/citations?user=nV2UPg8AAAAJ&hl=en&oi=ao
Academia.edu: https://yonsei.academia.edu/TerriKim
ResearchGate: https://www.researchgate.net/profile/Terri-Kim-3/stats
LinkedIn: https://www.linkedin.com/in/professor-terri-kim-a001169/
Facebook: https://www.facebook.com/terri.kim
Twitter: https://twitter.com/kimterri
Her research interests include the relations of territory, mobility, knowledge and identity; diasporas and internationalization; state-university relations; the academic profession and leadership in HE. Her longstanding research has focused on how border-crossing academic mobility/migration has led to new knowledge creation and radical innovations that shift paradigms; and translating these innovations into social impact to contribute to human flourishing and inclusive social justice. She has analysed the diverse contexts of HE Internationalisation and EDI in the UK and other countries from a comparative perspective. She co-led the UK Advance HE-funded project: Diversifying Leadership in HE. She has served as a co-convener of the SRHE Policy Network, a member of the Executive Committee of CESE (Comparative Education Society in Europe) and the editorial board member of Comparative Education, Intercultural Education, British Journal of Educational Studies, and Policy Reviews in Higher Education.
She has published one book, Forming the Academic Profession in East Asia: a Comparative Analysis (Routledge, 2001/ Re-issued in 2018), five edited volumes as Special Issues: Internationalisation and Development in East Asian Higher Education (2016); Diaspora and Internationalisation in Higher Education (2021); Biographies of Comparative Education: Knowledge and Identity on the Move (2020); Religions and Comparative Education (2019); Interculturality and Higher Education (2009) and 61 articles internationally (Google Scholar: https://scholar.google.co.kr/citations?user=nV2UPg8AAAAJ&hl=en&oi=ao).
She has a strong track record of disseminating - nationally and internationally - her findings through research, policy and public fora. These have permitted her to translate her research-based knowledge in accessible ways to diverse international academic communities and international organisations as well as national governments and other policy-making stakeholders. Many of her invited talks and publications have directly addressed future directions and related them to the needs of the relevant governments as well as to the interests of civil society, e.g. OECD HE 2030 project; the European Migration Network seminar keynote.
Website: https://terrikim.academia.edu/
Google Scholar: https://scholar.google.co.kr/citations?user=nV2UPg8AAAAJ&hl=en&oi=ao
Academia.edu: https://yonsei.academia.edu/TerriKim
ResearchGate: https://www.researchgate.net/profile/Terri-Kim-3/stats
LinkedIn: https://www.linkedin.com/in/professor-terri-kim-a001169/
Facebook: https://www.facebook.com/terri.kim
Twitter: https://twitter.com/kimterri
Research Interests: International Relations, International Relations Theory, Higher Education, Academic Mobility, Life history, and 15 moreBiographical Methods, Affect Theory, Equity and Social Justice in Higher Education, Affect (Cultural Theory), Diaspora and transnationalism, Comparative Education, Academic Profession, Internationalisation of Higher Education, Policy Transfer, Ethnonationalism, Historical and Comparative Sociology, The Stranger, Migration and Diaspora Studies, The State University Relations, and Academic migration
Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New... more
Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulrich, Lauwerys, Bereday). There are many more transnationally- mobile academics doing comparative education these days and we do not yet have a clear Gestalt which permits us to grasp how and why they are engaged in comparative education. This article explores this general theme, not least in terms of the concept of ‘the foreign’. The article wonders about and explores the theme of a ‘diasporic comparative education’, here taken to mean the kinds of re-thinking of comparative education undertaken by those who choose to undergo the existential and intellectual stresses of ‘becoming foreign’ while they embrace the professional identity of being ‘comparative educationists’.
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Kim, T. (2008) Changing University Governance and Management in the UK and Elsewhere under Market Conditions: Issues of Quality Assurance and Accountability In Intellectual Economics Scientific Research Journal, Vol. 2, No. 4 [INTELEKTINË... more
Kim, T. (2008) Changing University Governance and Management in the UK and Elsewhere under Market Conditions: Issues of Quality Assurance and Accountability In Intellectual Economics Scientific Research Journal, Vol. 2, No. 4 [INTELEKTINË EKONOMIKA Mokslo darbø þurnalas, Nr. 2(4)] Mykolas Romeris University-OECD/IMHE Conference Proceedings on ‘Higher Education under Market Conditions’ held in Vilnius, Lithuania, 17-18 April 2008 pp. 33-42 (ISSN: 1822-8011; Published in both English and Lithuanian: http://www3.mruni.eu/~int.economics/4nr/kim_en.html).
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Research Interests: Leadership, Race and Ethnicity, Equality and Diversity, Diversity & Inclusion, Higher Education Management, and 5 moreHigher Education Policy, Equality and Non Discrimination, Governance and Policy in Higher Education, Employment Equity Policies, and Social Justice Issues In Adult and Higher Education
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This article critically interrogates East Asian academics’ positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework.... more
This article critically interrogates East Asian academics’ positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-based literature has focused on hegemonic notions of ‘white privilege’. Neither discourse provides an adequate, comparative perspective of power relations within diverse racial and ethnic groups. In advancing this perspective, the article compares the experiences of two groups of East Asian academics working in UK universities. One group is foreign-born but has strong British identities following their English élite education. The other group came to the UK for postgraduate studies and/or chose to work in Britain. The paper changes the picture of a static, black and white perspective in the BME policy and CRT literature by offering a dynamic, fluid discourse involving East Asian academics’ narratives of their positional identities and choices.
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Academic mobility has existed since ancient times. Recently, however, academic mobility—the crossing of international borders by academics who then work ‘overseas’—has increased. Academics and the careers of academics have been affected... more
Academic mobility has existed since ancient times. Recently, however, academic mobility—the crossing of international borders by academics who then work ‘overseas’—has increased. Academics and the careers of academics have been affected by governments and institutions that have an interest in coordinating and accelerating knowledge production. This article reflects on the relations between academic mobility and knowledge and identity capital and their mutual entanglement as academics move, internationally. It argues that the contemporary movement of academics takes place within old hierarchies among nation states, but such old hierarchies intersect with new academic stratifications which will be described and analysed. These analytical themes in the article are supplemented by excerpts from interviews of mobile academics in the UK, USA, New Zealand, Korea and Hong Kong as selected examples of different locales of academic capitalism.
Research Interests: Intellectual History, Higher Education, Sociology of Knowledge, Management of Innovation, Sociology of Professions, and 13 moreGlobal and Comparative Sociology, Globalization And Higher Education, Intellectual and cultural history, Higher Education Policy, Academic Profession, Comparative and historical sociology, Knowledge, Internationalization of higher education, Transnational academic mobility, Transnational Identity Capital, Historical and Comparative Sociology, Identity Capital, and Transnational Academic Capitalism
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Research Interests:
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This article offers a reflexive analysis and discussion of the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes ‘comparative knowledge’ is not solely Wissenschaften but more often... more
This article offers a reflexive analysis and discussion of the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes ‘comparative knowledge’ is not solely Wissenschaften but more often entwined with Weltanschauungen, derived from lived experiences – as exemplified in the biographic narratives of some of the major intellects. It reviews the notions of the ‘gaze’ and the concepts of the Other and Homeworld/Alienworld as epistemic positioning in doing comparative education. In the framework of phenomenological thinking, the paper discusses the intimate relationship between comparative knowledge and positional knowledge.
Research Interests: International Relations, Higher Education, South Korea, Academic Mobility, Comparative & International Education, and 14 morePhenomenology, Identity (Culture), Cultural Identity, Diaspora Studies, Transnational migration, Globalization And Higher Education, Innovation and Creativity (Business), Georg Simmel, Internationalization of higher education, Ethnonationalism, University governance, academic leadership, transformative leadership, Historical and Comparative Sociology, Ethnicity and National Identity, and The Stranger
Full Program for Diaspora and Internationalisation in Higher Education Forum #2, 27/2/2020, London, UK.