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Hellsten, Meeri
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Publications (10 of 47) Show all publications
Hellsten, M. (2015). Building Culturally Responsive Academic Research Communities: Transcending boundaries or bordering ontologies?. In: Dr. Elina Lehtomäki (Ed.), Local Meets Global Conference: Keynote address.. Paper presented at Local Meets Global Symposium at Ruusupuisto: Education for culturally and socially sustainable development. Jyväskylä University, October 22, 2015..
Open this publication in new window or tab >>Building Culturally Responsive Academic Research Communities: Transcending boundaries or bordering ontologies?
2015 (English)In: Local Meets Global Conference: Keynote address. / [ed] Dr. Elina Lehtomäki, 2015Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In this keynote address, I am going to address the issues of culture as a central agency for contemporary change, by raising a number of meaningful questions related to responsive cultural encounters in education. Culture is an issue close to the heart of contemporary education, yet there seems to be both a need, as well as some fatigue in the education community, over the debates about the place of culture in education.

At the same time, we are witnessing a world climate that is currently urging the global community to come up with solutions to a number of very complex issues which in many ways are larger than ourselves. I will in this talk invite us to think about the anatomy of culture, as it may contain the components of intentional actions, our practices, and the functions of our work, that bring change through the action and processes in cultural know-how. I will attempt at untangling some of these issues, by drawing on the experiences of our international research community. 

Keywords
culturally responsive education, international education, sustainable development, social justice
National Category
Educational Sciences Pedagogy
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-29146 (URN)
Conference
Local Meets Global Symposium at Ruusupuisto: Education for culturally and socially sustainable development. Jyväskylä University, October 22, 2015.
Note

Invited Keynote.

Available from: 2016-01-14 Created: 2016-01-14 Last updated: 2016-01-18Bibliographically approved
Hellsten, M. (2015). Imperatives of Internationalizing Higher Education in the European North. In: Prof. Vanessa Andreotti (Ed.), ECER 2015 - the European Conference on Educational Research: WERA Focal Meeting. Paper presented at ECER 2015 - the European Conference on Educational Research, Budapest, September 7-11, 2015..
Open this publication in new window or tab >>Imperatives of Internationalizing Higher Education in the European North
2015 (English)In: ECER 2015 - the European Conference on Educational Research: WERA Focal Meeting / [ed] Prof. Vanessa Andreotti, 2015Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this presentation we engage with the issues on international higher education imperatives in response to recent educational reforms and their implications for scholarship in the region of northern Europe. These issues bring forth components of an ongoing large comparative research project on ethical internationalization involving 20 universities across the globe (EIHE, 2015) funded by the Academy of Finland. 

Central to the theme are perspectives on how internationalization has been shaped. Historical accounts of the internationalisation of HE have been framed by organizational and system level perspectives (King, Marginson, & Naidoo, 2013) and are closely linked to economical-political-policy demands. In the past, focus was placed on academic and organizational climates and cultures, viewing education primarily from an administrative perspective, linked to economy, politics and policy. Thus, the social role of universities was scrutinized merely in relation to its external global environment, that is, in terms of its impact on ‘market competition’. Transnational corporations have over time exerted significant control that rise above national borders (King, Marginson & Naidoo, 2013) forcing universities to operate within the knowledge-based economy. Marginson (2009) has discussed these escalating developments in terms of status competition driven by neo-liberal political developments causing a reduction in state funding and demanding public universities to become increasingly self-supporting, financially.

The rapidly escalating international education market has imposed unprecedented pedagogical demands on university teachers' academic professionalism and identity (Hellstén & Reid, 2008; Ryan, 2013; Trahar, 2011). Concurrently, there has been anxiety about lowering academic standards caused by a perceived fragmentation in the field (Ninnes & Hellstén, 2005) which may derive from an epistemic discord about internationalized curriculum policy, employability and conceptualizations about ethics (Andreotti, 2013).

In this presentation we focus on current imperatives steering international policy and practice and related global, cultural and social imaginaries, by providing a sampling of commentary from teaching spaces in international education contexts. The presentation shows examples of interim EIHE project data collected from the northern EU region. In the presentation we involve the audience in discussing implications for future progression on the issues that might be central to a forming of (ethical) international communities of (educational) practice. 

Keywords
Internationalization of higher education, ethics
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-29149 (URN)
Conference
ECER 2015 - the European Conference on Educational Research, Budapest, September 7-11, 2015.
Note

The research present results from the international EIHE project funded by the Academy of Finland (CI: Prof Andreotti).

Available from: 2016-01-14 Created: 2016-01-14 Last updated: 2016-03-08Bibliographically approved
Pashby, K., Nicholson, M. & Hellsten, M. (2015). Perspectives of teacher education students on global citizenship: implications for ethical internationalisation. In: NERA 2015 - Marketisation and Differentiation in Education: Abstract book. Paper presented at 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015. (pp. 248-249).
Open this publication in new window or tab >>Perspectives of teacher education students on global citizenship: implications for ethical internationalisation
2015 (English)In: NERA 2015 - Marketisation and Differentiation in Education: Abstract book, 2015, p. 248-249Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Globalization has meant that universities are under increased pressure to internationalize through mobility, research partnerships, and internationalised programing. Global citizenship is an increasingly mainstream term being used by the UN and OECD regarding education for the 21st century, yet research about its conceptualization in higher education comes largely from English-speaking contexts (e.g. Jorgenson & Shultz, 2012). This paper presents a piece of an inter-disciplinary, international mixed-methods research project funded through the Academy of Finland and involving 20 universities in 10 countries. It responds to concerns that current economic crises have resulted in an intensification of those internationalization policies in universities that prioritize profit-seeking over those that prioritize ethical alternatives (Khoo, 2011). Drawing on critical and post/de-colonial theories (e.g. Andreotti, 2009), the project considers how, when left unchecked, internationalisation is normalized so as to re-direct social and political values such as global citizenship and social responsibility towards economic values thereby reproducing ideals of exceptionalism, entitlement, and (market) expansionism (Rhoads & Szelényi, 2010); and denying reproduction of systems of inequities (King, Marginson, & Naidoo, 2013; Rizvi, 2007). Selecting social cartography as a method to analyze the findings, the project aims to create a socially accountable map of shifting imaginaries of higher education as expressed in trends in internationalization (Paulston, 1999). In this paper, we focus on imaginaries of global citizenship. We will present a heuristic co-created by project partners and use it to analyze responses from teacher-education students studying in two Nordic universities, focusing on two specific survey questions: Do you see yourself as a global citizen? How do you think global citizens should think, relate and/or act in the world? The heuristic consists of three discursive orientations—neoliberal, liberal and critical—and four interfaces—neoliberal-liberal, liberal-critical, critical-neoliberal, and all four. Interfaces indicate where signifiers are deployed with multiple meanings. The mapping helps to identify dominant discourses, articulating where there are foreclosures of and possibilities for an ethical approach. The project contributes data and frameworks for understanding existing possibilities. By making discursive configurations and interfaces jointly intelligible, processes in higher education can be more informed by ethically oriented versions of international education. 

Keywords
teacher education, global education, ethical internationalisation, higher education
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-29147 (URN)
Conference
43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015.
Note

EIHE is Funded by the Academy of Finland, (CI: Prof Vanessa Andreotti).

Available from: 2016-01-14 Created: 2016-01-14 Last updated: 2016-01-18Bibliographically approved
Hellsten, M. (2015). Re-imagining International Communities of Scholars: from (w)here to possible futures?: Keynote address.. In: Prof Sue Robson (Ed.), Rethinking Internationalisation in Higher Education: Methodological and Conceptual Challenges.: . Paper presented at CfLaT, Newcastle University, UK, May 13-15, 2015..
Open this publication in new window or tab >>Re-imagining International Communities of Scholars: from (w)here to possible futures?: Keynote address.
2015 (English)In: Rethinking Internationalisation in Higher Education: Methodological and Conceptual Challenges. / [ed] Prof Sue Robson, 2015Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

As an outcome of globalization, international education is facing both quantitative and qualitative future challenges. Quantitatively, global student cross-border mobility has doubled in the first decade of the 21st century and is expected to double in the decade ahead according to OECD predictions (2013). This calls for swift qualitative adaptation across the levels of the higher education sector in Europe and elsewhere in order to enable universities to adequately meet changing societal needs on the one hand and perceptively respond to globalization demands on the other.

Concurrently, international education as a social process is in need of regeneration and coherence.  Research stresses further socially accountable and critical approaches to pedagogical investigations on international student care, intercultural competencies and transnational literacies, cross-cultural curriculum innovation, pedagogy and practice, intercultural integration and new technologies, policy documentation and management which demand research-informed educational approaches by bridging interdisciplinary academic communities of scholars. This presentation will address these issues from the perspective of progressing international aspects of higher education into possible futures. 

Keywords
international education, teaching and learning in higher education
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-29145 (URN)
Conference
CfLaT, Newcastle University, UK, May 13-15, 2015.
Note

Invited Keynote address.

Available from: 2016-01-14 Created: 2016-01-14 Last updated: 2016-01-18Bibliographically approved
Hellstén, M. (2014). Editorial 24(1): IIER endings and new beginnings. Issues in educational research, 24(1), ii-iv
Open this publication in new window or tab >>Editorial 24(1): IIER endings and new beginnings
2014 (English)In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 24, no 1, p. ii-ivArticle in journal, Editorial material (Other academic) Published
Abstract [en]

Education is about making a difference in the lives of those who experience its interactions as a social justice project of modern democracy. It is intended to encourage the free exploration of ideas and the development of creativity. Quality education needs the underpinning of access to good teaching, challenging curriculum and engaged learning. The articles in this issue demonstrate some of the ways researchers approach these issues. 

National Category
Educational Sciences
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-25749 (URN)2-s2.0-84897824055 (Scopus ID)
Available from: 2015-01-08 Created: 2015-01-08 Last updated: 2018-12-10Bibliographically approved
Hellstén, M. (2014). International education imperatives and the era of ethical practice: a Swedish higher education case study example.. In: Jane Koustas (Ed.), CONGRESS2014: The Canadian Society for the Study of Education. Paper presented at CONGRESS2014.
Open this publication in new window or tab >>International education imperatives and the era of ethical practice: a Swedish higher education case study example.
2014 (English)In: CONGRESS2014: The Canadian Society for the Study of Education / [ed] Jane Koustas, 2014Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

As internationalization of higher education (HE) reaches a forty-year trajectory point, its community of scholars recognize an ever present fragmentation in the field. Four decades of worldwide conceptual and pedagogical incentives have not yielded consensus about successful policy to practice implementation (Ninnes & Hellstén, 2005), nor of its impact upon intercultural understanding (Marginson & Sawir, 2012) or language gains (Grin, 2012). Indeed, the overall advantages of internationalization as a measure of coercive responsiveness to the social justice and civic needs imposed by globalization, remain uncertain.  The outcome of such to date is an uneven distribution of HE provisions on account of the recent world economic crises. The responsiveness of international higher education (HE) to current global flows in employability, mobility and competitiveness has been articulated in national, regional and local level policy guidelines over the past decades. The Swedish government has recently formulated international dimensions in public HE policy, as a need to inform intercultural diversity and innovation, and as a crucial feature of academic provision in the 21st Century (HSV, 2008; European Unit, 2000; Minister of Education, Research and Culture, 2005). One consensus account is a recent collaborative forum initiated by the Swedish Research Council (VR), introducing international mobility as an Action plan strategy (VR, 2012). At the public policy level however, internationalization remains caught in the conflict between the degree of internationalization and academic quality, breaking the assumption that merely having international policies in place provides for higher academic excellence.  The ethical element of implementation of international policies remains a valid imperative, as addressed in the current contributions in the collection of this symposium. This paper reports one aspect of a Swedish case study, as based on survey data from one public HE institution. Surveys were collected from students in three academic discipline areas, education, humanities and sciences on the responses of the international education system and upon the processes affecting its actors. The survey data is discussed from the perspective of identifying processes that provide alternatives to profit-seeking, unethical, and market driven internationalization approaches, and in relation to the body of the larger international empirical research consortium data framework.

Keywords
Ethical internationalization, global education
National Category
Pedagogy
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-25750 (URN)
Conference
CONGRESS2014
Projects
EIHE: Ethical Internationalization in Higher Education
Note

The paper forms part of a large comparative international research consortium project funded by the Academy of Finland (chief investigator: Vanessa Andreotti)

For full project description, please see:

http://eihe.blogspot.se/ 

Available from: 2015-01-08 Created: 2015-01-08 Last updated: 2015-01-09Bibliographically approved
Power, A. & Hellstén, M. (2013). Editorial 23(1): Education in the 21st century. Issues in educational research, 23(1), ii-iv
Open this publication in new window or tab >>Editorial 23(1): Education in the 21st century
2013 (English)In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 23, no 1, p. ii-ivArticle in journal, Editorial material (Other academic) Published
Abstract [en]

Education in the twenty-first century is about equipping students of all ages "to compete in the global economy on knowledge and innovation ... take advantage of opportunity and ... face challenges of this era with confidence" (Melbourne Declaration, 2008, p. 13). There is a strong commitment in Australia, as well as elsewhere, from Federal and State levels on developing reciprocal partnerships with low socio-economic and Indigenous communities. These commitments emerge in documents such as the Bradley Report and the MCEEDYA four year plan. The challenge is for education systems to respond comprehensively to government plans.

National Category
Pedagogy
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-25753 (URN)2-s2.0-84877870581 (Scopus ID)
Available from: 2015-01-08 Created: 2015-01-08 Last updated: 2018-12-10Bibliographically approved
Buchanan, J. & Hellstén, M. (2013). Editorial: "I love the smell of NAPLAN in the morning". Issues in educational research, 23(3), ii-iii
Open this publication in new window or tab >>Editorial: "I love the smell of NAPLAN in the morning"
2013 (English)In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 23, no 3, p. ii-iiiArticle in journal, Editorial material (Other academic) Published
Abstract [en]

NAPLAN (The National Assessment Program - Literacy and Numeracy) is an annual Australia-wide testing regime in years 3, 5 7 and 9. It is one of a number of national and international testing schemes currently in operation. This issue of the journal is also being published in the context of an emerging National Curriculum in Australia. At such times, and at all times, it seems, we tend to focus on what we want our students to know and be able to do at the end of a certain period or learning experience. These are fine quest(ion)s. A more fundamental question, one that risks being lost in the mix of this, however, is, 'what kind of people would we like our students to be at the end of and as a result of their learning-time with us, their teachers?'

National Category
Pedagogy
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-25752 (URN)2-s2.0-84886802109 (Scopus ID)
Available from: 2015-01-08 Created: 2015-01-08 Last updated: 2018-12-10Bibliographically approved
Rodell-Olgaç, C. & Hellstén, M. (2012). Editorial: Special issue in intercultural and critical education. Issues in educational research, 22(1), iii-vii
Open this publication in new window or tab >>Editorial: Special issue in intercultural and critical education
2012 (English)In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 22, no 1, p. iii-viiArticle in journal, Editorial material (Other academic) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-20669 (URN)2-s2.0-84865398746 (Scopus ID)
Available from: 2014-01-13 Created: 2013-12-17 Last updated: 2018-12-17Bibliographically approved
Hellstén, M. (2011). Editorial. Issues in educational research, 21(2), ii-iii
Open this publication in new window or tab >>Editorial
2011 (English)In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 21, no 2, p. ii-iiiArticle in journal, Editorial material (Other academic) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-12719 (URN)2-s2.0-80052236443 (Scopus ID)
Available from: 2012-03-28 Created: 2011-10-28 Last updated: 2018-12-17Bibliographically approved
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