The commodification of education and the reality of cosmopolitanism

Andrew Stevenson writes about the growing migration of Chinese students in Australia and comments on the cultural significance of the knowledge of the English language for these students. He observes that the English language is no longer just a knowledge discipline for more and more Chinese students but a tool implemented in life and educational progression. Due to the nature of multiculturalism and interconnectivity, Education has entered the global market as one of the most competitive and important commodity for future gain. I refer to Rizvi’s paper in cosmopolitanism in the idea that the global economy favours skills of interconnectivity and transnational abilities, such as multi or bilingualism (2008 p.104). This is certainly the mindset of the Chinese communities mentioned in the article “Perfect in speaking English, learnt entirely in China (2012), as the students who migrate to western cultures for education are strategically engaging in the global exchange of education for economic benefit.

Transnationalism and multiculturalism is inevitable as multiculturalism strips away borders and the distance between other cultures. The Chinese student in this article, Shen Gang comments on the transformation of the English language in China from ‘mute English’ to a more vocal diction to avoid culture clashes. I see this as a form of Rizvi’s idea of cosmopolitanism as he argues that experiences of intercultural education “continue to reshape peoples identities and their communities” (p.113), meaning that through communication, someone engaged in intercultural education can reflect and instigate a growth of their own culture through experiences of other cultures.

Rizvi also states that cosmopolitanism should not engage in colonial ideology of hegemonic capitalist practices (p111), and to me this seems like a hard thing to accomplish. Are these students not enforcing the economic and political power of the West by ‘purchasing’ the commodity of western education? According to the Export Income to Australia from Education Services statistics (2012), international education activity contributed $16.3 billion to the Australian economy. By profiting so heavily from international education, Australia is hindering true educational cosmopolitanism. By making education a competitive commodity the individuals in the article reflect on how many Chinese students choose not to sit the university entrance test in China but focus on international educational opportunities. Education is heavily based on the consumer culture and the high price of international education communicates a desirable outcome of economic gain. This article suggests that the culture of a Western education, directly relating to high economic gain is highly sought after in China. The commodification of education does encourage interconnectivity in the global world and stimulates cultural involvement, but still enforces hegemonic powers relating to the colonial period of political and economical power of the West. I am just not sure that true cosmopolitanism can be achieved if the price of education remains so high and so competitive. 

 Resources

Research Snapshot, (2011) Export Income to Australia from Education Services in 2010-11, The Australian Government accessed at: https://www.aei.gov.au/research/Research-Snapshots/Documents/Export%20Income%202010-11.pdf

Stevenson, A. (2012) Perfect in speaking English, Learnt Entirely in China, The Sydney Morning Herald, accessed at http://www.smh.com.au/national/tertiary-education/perfect-in-speaking-english-learnt-entirely-in-china-20120729-236i8.html

Rizvi, F. (2008). Education and it's Cosmopolitan possibilites, Transforming Learning in Schools and Communities, London, Continual International Publishing Group, p.102-114