“They should want to be internationally mobile”
From mobility prescriptions for to engagement with immobilised students in times of Covid-19.
Abstract
This article critically reflects on the ways how the global pandemic has influenced the setting-up phase of the ‘trans-campus’, a digital Internationalisation at Home (IaH) project in teacher education at Europa-Universität Flensburg (Germany). The difficulties related to Covid-19 travel restrictions have exposed the limitations of institution-driven internationalisation as the persuasive ‘recruitment’ of a minority of students to perform a cosmopolitan ideal of transnational mobilities and intercultural exposure. Instead, general immobilisation has inspired us to re-conceptualise IaH as a bottom-up scheme that shifts focus to the ‘immobile’ majority of students, taking its starting point in the valorisation of domestic diversities. Our emerging ‘trans-campus’ for multimodal experimentation within the Initial Teacher Education curriculum explicitly addresses the vast majority of non-mobile domestic students to form digital communities of practice based on each student’s individual being in the world. Instead of ‘convincing’ students to go abroad, we create a platform that enables students to reflect on their experiences during school internships and interaction with peers. This gradually allows us to shift the pre-pandemic institutional discourse around internationalisation towards a concrete platform for proximity and dialogue through which we address students as partners in the renegotiation of horizontal belongings, not as performers of exclusive mobilities. A student-led perspective on ‘domestic internationalisation’ implies to step out of our own comfort zones as internationally educated staff and enable a non-prescriptive continuum between “the global citizen at home and the local citizen abroad” (Beelen et al., 2016, p. 169).
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