Foreign students have travelled to Britain for centuries and, from the beginning, attracted controversy. This book explores changing British policy and practice, and changing student experience, set within the context of British social and political history.

This book describes how the number of international students has grown in 150 years, from 60,000 to nearly 4 million. It examines the policies adopted towards them by institutions and governments round the world, exploring who travelled, why, and who paid for them. In 1860 most international students travelled within Europe; by 2010 the largest numbers were from Asia. Foreign students have shaped the universities where they studied, been shaped by them, and gone on to change their own lives and societies. Policies for student mobility developed as a function of student demand and of institutional or national interest. At different times they were influenced by the needs of empire, by the cold war, by governments' search for soft power, by labour markets, and by the contribution students made to university finance. Along with university students, others travelled abroad to study: trainee nurses, military officers, the most deprived and the most privileged schoolchildren. All their stories are a vital part of the world's history of education and of its broader social and political history.

The end of empire in Britain itself is illuminated through explorations of its impact on key domestic institutions.

In an increasingly globalised educational landscape, this book examines whether the principle of educational equality can be applied across nation state borders. Exploring the tension between the theory of educational equality and the reality that most educational institutions are rooted in local communities and national frameworks, the author thus probes the consequences for institutions, individuals and communities as the number of international students grows exponentially. A topic that has previously received limited attention, the author draws upon theoretical literature and an empirical study of how universities in the United Kingdom conceptualise and promote principles of educational equality for international as compared with home students. This pioneering work will be interest and value to students and scholars of international education, international students, educational equality and globalisation, as well as practitioners and policy makers.

This book offers a comprehensive overview and critical analysis of the UK’s policy on recruiting international students. In a global context of international education policy, it examines changes from New Labour policies under Tony Blair’s Prime Minister’s Initiative, to the more recent Coalition and Conservative Government policies in the International Education Strategy. The research uses a text-based approach to primary research, adopting a critical framework developed by Carol Bacchi (‘what is the problem represented to be’?). The book argues that international student policy can be reduced to reasons for and against recruiting international students; in doing so, students are represented as ambassadors for the UK or tools in its public diplomacy, consumers and generators of reputation, means to get money, and as migrants of questionable legitimacy. These homogenizing representations have the potential to shape international education, implicating academics as agents of policy, and infringing on students’ self-formation. The book will be compelling reading for students and researchers in the fields of education and sociology, as well as those interested in education policy-making.

Brings together agenda-setting essays that illuminate the complex relationship between ideas and political activity in modern British history. Ideas matter in modern British political life: culture, thought and belief are integral to the fabric of politics, high and low, foreign and domestic. They are woven into the day-to-day business of debate, policy and decision-making. This book shows how and why they have mattered so much. Inspired by the work of Jonathan Parry, it explores the cultural and intellectual influences on politics both formal and informal since the turn of the nineteenth century. Featuring original interventions by some of the world's leading historians, the essays in the volume are organised around themes of central relevance to the understanding of modern British political history. They explore a wide range of subjects across political life and its intellectual and cultural hinterlands, including constitutionalism and international political thought, anticolonial activism, race and imperial commemoration, female political thinkers, parliament, monarchy and the law, the politics of religion, and patriotism and national identity. This is an agenda-setting text that will be essential reading for anyone wishing to understand the complex relationship between ideas and political activity in modern British history. Paul Readman is Professor of Modern British History at King's College London. Dr Geraint Thomas is Fellow and Director of Studies in History at Peterhouse, University of Cambridge. Contributors: Michael Bentley, John Bew, Paul Bew, David Cannadine, Matthew Cragoe, Tom Crewe, Ben Griffin, Boyd Hilton, Michael Ledger-Lomas, Joanna Lewis, Helen McCarthy, Alex Middleton, Susan D. Pennybacker, Kathryn Rix, James Thompson, Philip Williamson

Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula. What has worked? What hasn't? What further visions do we need? How can we bring about a more democratic and just academic life for all? Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to 'doing diversity' in the social sciences and humanities and decolonising higher education as a whole.

Higher education increasingly entails a crossing of national, linguistic and cultural boundaries. Recent years have seen significant expansion in the sector around transnational education and online learning, with students, academic staff, educational programmes and even institutions all ever-more mobile. This expansion is usually seen in unproblematic terms, with economic growth the main priority in view. The challenge that is entailed in pursuing social justice in the face of such global expansion, however, should not be underestimated. This book subjects to critical scrutiny the uncertainties that are associated with internationalised higher education. It explores how the agency of teachers, other members of staff and students is mediated by experiences of inclusion and exclusion. Physical or virtual movement around the globe may have become more straightforward in recent years, but the same cannot be said of intercultural relations in classrooms. Challenges can be expected where concerns, projects and practices of students are pursued in an unfamiliar cultural setting, or where agency crosses over more than one cultural system. Finally, mobility often throws up situations in which privileges are accompanied by distressing challenges. The book teases out the implications of all these issues for teaching in higher education. It will be of interest to researchers and advanced students of education, politics, sociology, human geography and social work. This book was originally published as a special issue of the journal, Teaching in Higher Education.

Foreign students have travelled to Britain for centuries and, from the beginning, attracted controversy. This book explores changing British policy and practice, and changing student experience, set within the context of British social and political history.

History of Britain's official international development efforts, beginning with its colonial era and then following the establishment of a new Ministry created by Prime Minister, the Rt Honourable Harold Wilson.