This chapter examines the complex dimensions of the role of community college global counterparts in the context of higher educational global flows. Data from a comparative literature review that covers over 40 years, explores “who” has been involved in the borrowing process, the variations of the “types” of borrowing that exist in terms of dependency and localization contexts, and “how” community college global counterparts have become ingrained in a variety of countries. The idea that the community college concept is a sole ownership of the United States that was then transmitted to nations around the world is not defensible. Indeed, when taken into consideration the context of the politics of borrowing, such as receiving and sending political, economic, and cultural systems, it is evident that multiple countries have and continue to affect the discourse of other countries on various levels. In particular, this chapter (a) describes historic and contemporary global patterns in terms of both “north” and “south” flows from which community college global counterparts proliferate; (b) discusses the types of these flows in relationship to purposeful or spontaneous adoption; and (c) highlights a contemporary reinvention of form that arises from current global flows.
Latiner Raby, R. and Valeau, E. (2012), "Educational Borrowing and the Emergence of Community College Global Counterparts", Wiseman, A., Chase-Mayoral, A., Janis, T. and Sachdev, A. (Ed.) Community Colleges Worldwide: Investigating the Global Phenomenon (International Perspectives on Education and Society, Vol. 17), Emerald Group Publishing Limited, Bingley, pp. 19-46. https://doi.org/10.1108/S1479-3679(2012)0000017005Download as .RIS
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