Journal articles: 'Commodification of education'

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Karpov, A. O. "The Commodification of Education." Russian Education & Society 55, no. 5 (May 2013): 75–90. http://dx.doi.org/10.2753/res1060-9393550506.

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Karpov, A. O. "The Commodification of Education." Russian Social Science Review 54, no. 5 (September 2013): 22–37. http://dx.doi.org/10.1080/10611428.2013.11065521.

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Kopnina, Helen. "Contesting ‘Environment’ Through the Lens of Sustainability: Examining Implications for Environmental Education (EE) and Education for Sustainable Development (ESD)." Culture Unbound 6, no. 5 (October 1, 2014): 931–47. http://dx.doi.org/10.3384/cu.2000.1525.146931.

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This article reflects on implications of presenting nature as a social construction, and of commodification of nature. The social construction of nature tends to limit significance of nature to human perception of it. Commodification presents nature in strict instrumental terms as ‘natural resources’, ‘natural capital’ or ‘ecosystem services’. Both construction and commodification exhibit anthropocentric bias in denying intrinsic value of non-human species. This article will highlight the importance of a deep ecology perspective, by elaborating upon the ethical context in which construction and commodification of nature occur. Finally, this article will discuss the implications of this ethical context in relation to environmental education (EE) and education for sustainable development (ESD).

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Jacob, Merle. "Rethinking Science and Commodifying Knowledge." Policy Futures in Education 1, no. 1 (March 2003): 125–42. http://dx.doi.org/10.2304/pfie.2003.1.1.3.

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Several commentators have remarked that universities are now under constant pressure to promote the commodification of knowledge produced by faculty and students. Although academic opinion on the implications of the drive to commodification remains divided, there is a general consensus that at the very least it has the potential to change the conditions for conducting science. This article provides an analysis of the debate and practices associated with the commodification of knowledge produced in universities. The article concludes that the commodification of knowledge is part of a global process of commodifying everything and that academics are both promoters and victims of the commodification of knowledge.

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Bethune, Elizabeth, and Sally Wellard. "The commodification of specialty nurse education." Contemporary Nurse 6, no. 3-4 (December 1997): 104–9. http://dx.doi.org/10.5172/conu.1997.6.3-4.104.

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Miller, Toby. "Governmentality or commodification? US higher education." Cultural Studies 17, no. 6 (November 2003): 897–904. http://dx.doi.org/10.1080/0950238032000150084.

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Press, Frances, and Christine Woodrow. "Commodification, Corporatisation and Children's Spaces." Australian Journal of Education 49, no. 3 (November 2005): 278–91. http://dx.doi.org/10.1177/000494410504900305.

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For increasing numbers of Australian children, childcare is part of their everyday experiences. The marketisation and corporatisation of education have been under discussion for some time, particularly in relation to schooling. There has been comparatively little public scrutiny of how this trend might impact on, and shape Early Childhood Education and Care (ECEC). This article explores the existing and potential impacts of privatisation and corporatisation of ECEC in terms of how these constrain and are reshaping the vision and the practice of what is done for children in the prior-to-school sector.

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Gulomovna, Zaylobidinova Munira. "Commodification of education in the form of shadow education." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 1 (2022): 200–206. http://dx.doi.org/10.5958/2249-7137.2022.00048.9.

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Han, Soonghee. "Competence: commodification of human ability." Asia Pacific Education Review 9, no. 1 (February 2008): 31–39. http://dx.doi.org/10.1007/bf03025823.

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Fejes, Andreas, and Henning Salling Olesen. "Editorial: marketization and commodification of adult education." European Journal for Research on the Education and Learning of Adults 7, no. 2 (October 10, 2016): 146–50. http://dx.doi.org/10.3384/rela.2000-7426.relae12.

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Noble, David F. "Technology and the Commodification of Higher Education." Monthly Review 53, no. 10 (March 3, 2002): 26. http://dx.doi.org/10.14452/mr-053-10-2002-03_3.

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Guo, Shujian, Hyunjung Shin, and Qi Shen. "The Commodification of Chinese in Thailand’s Linguistic Market: A Case Study of How Language Education Promotes Social Sustainability." Sustainability 12, no. 18 (September 8, 2020): 7344. http://dx.doi.org/10.3390/su12187344.

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In recent decades, the commodification of the English language has aroused intensive research interest in the sociolinguistics on a global scale, but studies on the commodification of the Chinese language are relatively rare. Most studies take a critical approach in relation to its adverse impacts on minority rights and social justice. This study examined the language landscape in Chiangmai, Thailand, and the linguistic beliefs of local Thai Chinese language learners. Based on their feedback, this study investigated the commodification of Chinese language education in the community of Chinese language learners in Chiangmai. We found that from a less critical perspective, the commodification of a second language provides more accessible and affordable educational opportunities for learners, especially those from low-income families, and at the same time language proficiency can broaden learners’ career choices and provide employees with additional value in industries, such as tourism, commerce, and services. This finding implies that language commodification, rather than typically being associated with linguistic imperialism and unbalanced socio-economic status, can be a contributing factor in promoting higher-education availability and social sustainability in certain circumstances. There may be some mediating factors between the commodification of language and changes in the sustainable balance of language, opening up space for future research to explore.

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Moynihan, D. P. "On the commodification of medicine." Academic Medicine 73, no. 5 (May 1998): 453–9. http://dx.doi.org/10.1097/00001888-199805000-00007.

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Sjöström, Kent. "Bodily education in modernist culture – freedom and commodification." Theatre, Dance and Performance Training 6, no. 1 (January 2, 2015): 72–84. http://dx.doi.org/10.1080/19443927.2014.985895.

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Shumar, Wesley. "Wither the welfare state: The new global adventures of higher education." Learning and Teaching 7, no. 1 (March 1, 2014): 92–104. http://dx.doi.org/10.3167/latiss.2014.070107.

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This summary article situates the articles in this collection within the historical unfolding of the commodification and neoliberalisation of higher education. From the 1970s to the present, the article suggests that commodification and neoliberalisation are two social forces that in many nations are difficult to disentangle. It is important to see these forces as analytically distinct as they set up contradictions whilst transforming higher education in many nations in the world. While commodification begins the process of turning university programmes and degrees into commodities that a consuming public buys, neoliberalism puts pressure on universities to document that people are getting value for the money they spend. Neoliberalism also questions how we measure the quality of a product. Together these forces create an increasingly contradictory space where faculty work becomes very conflicted. The article then goes on to situate each of the articles in this contradictory university space. Finally the article discusses some ways faculty can move beyond resistance and collusion and find ways to reclaim higher education.

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Parker, Jan. "Reconceptualising the curriculum: from commodification to transformation." Teaching in Higher Education 8, no. 4 (October 2003): 529–43. http://dx.doi.org/10.1080/1356251032000117616.

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Winslow, Luke. "Rhetorical Matriphagy and the Online Commodification of Higher Education." Western Journal of Communication 81, no. 5 (April 28, 2017): 582–600. http://dx.doi.org/10.1080/10570314.2017.1316418.

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Page, Damien. "Conspicuous practice: self-surveillance and commodification in English education." International Studies in Sociology of Education 27, no. 4 (October 23, 2017): 375–90. http://dx.doi.org/10.1080/09620214.2017.1351309.

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Scherrer, Christoph. "GATS: long-term strategy for the commodification of education." Review of International Political Economy 12, no. 3 (August 2005): 484–510. http://dx.doi.org/10.1080/09692290500170957.

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Milton, Audrey, and Brendan O'Connell. "Commodification of higher education in accounting: a Marxist perspective." International Journal of Critical Accounting 1, no. 3 (2009): 204. http://dx.doi.org/10.1504/ijca.2009.027317.

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Ghasemi, Rohollah, and Sara Yousefikhah. "Higher education policy and knowledge commodification in the 2000s." Quarterly Journal of Research and Planning in Higher Education 28, no. 2 (June 1, 2022): 97–127. http://dx.doi.org/10.52547/irphe.28.2.97.

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Doyle, David M., Marie Muldoon, Stephanie Thompson, and Muiread Murphy. "Economic Obstacles to Education in Ireland." Journal of Human Rights Practice 13, no. 1 (February 1, 2021): 124–35. http://dx.doi.org/10.1093/jhuman/huab004.

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Abstract This policy note highlights the costs of sending a child to school in Ireland and explores the extent to which these represent a significant economic barrier to schooling for low-income families. It also evaluates the efforts to reduce early school leaving and examines the increasing commodification of education in Ireland.

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Apple, Michael W. "Audit Cultures, Commodification, and Class and Race Strategies in Education." Policy Futures in Education 3, no. 4 (December 2005): 379–99. http://dx.doi.org/10.2304/pfie.2005.3.4.378.

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The author discusses some of the ways in which certain elements of conservative modernization have had an impact on education at multiple levels. He points to the growth of commodifying logics and the audit culture that accompanies them. In the process, he highlights a number of dangers currently being faced. However, he urges us not to assume that these conditions can be reduced to the automatic workings out of simple formulae. He argues that we need a much more nuanced and complex picture of class relations and class projects to understand what is happening – and a more sensitive and historically grounded analysis of the place of racial dynamics in the vision both of ‘a world out of control’ that needs to be policed and of ‘cultural pollution’ that threatens ‘real knowledge’ in the growth of markets and audit cultures. Thus, Michael Apple also urges his readers to listen carefully to the critiques coming from collective voices within oppressed communities and to not assume that one can read off their positions by reducing their agency to simply expressions of rightist ideological formula. Becoming more nuanced about such constitutive dynamics will not guarantee that we can interrupt the tendencies upon which he focuses here. But it is one essential step in understanding the genesis of what is at stake in a serious politics of interruption.

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Karunathilake, I. M., and A. De Abrew. "Is commodification of medical education an answer for economic woes?" South-East Asian Journal of Medical Education 16, no. 1 (September 21, 2022): 1. http://dx.doi.org/10.4038/seajme.v16i1.397.

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Smoluk, Marek. "Modularisation and commodification of higher education in the United Kingdom." Journal of Linguistic and Intercultural Education 8 (June 15, 2015): 203–12. http://dx.doi.org/10.29302/jolie.2015.8.13.

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Monahan, Torin. "Just Another Tool? IT Pedagogy and the Commodification of Education." Urban Review 36, no. 4 (December 2004): 271–92. http://dx.doi.org/10.1007/s11256-004-2084-y.

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Suharta, I. Wayan. "Commodification of Gamelan Selonding in Tenganan Pegringsingan Village, Bali." Harmonia: Journal of Arts Research and Education 22, no. 1 (July 1, 2022): 144–60. http://dx.doi.org/10.15294/harmonia.v22i1.35062.

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Gamelan Selonding is a form of traditional music found in Tenganan Pegringsingan village, with a pelog tujuh nada in barungan alit classification that is sacred, unique, and deeply rooted in the community. The traditional way of life and productive religious activities with their numerous manifestations ensure Gamelan Selonding’s continuity and authenticity. According to historical dynamics, the influence of external culture and its various modernization styles disrupted Gamelan Selonding’s existence, resulting in its commodification. The commodification of Gamelan Selonding is a process that encompasses three stages, namely production, distribution, and consumption. In production, Gamelan Selonding is duplicated into a commodity by imitating its original form; distribution is an attempt to spread Gamelan Selonding production, which increases development consequences; and consumption Gamelan Selonding is used as a ritual compliment and an artistic medium. The Gamelan Selonding’s commodification occurs due to its adaptable nature; it can accept, absorb, and adapt to changing circumstances, resulting in a diversity of functions, not limited to ritual contexts, but a broader social context. The commodification of Gamelan Selonding is an artistic dynamic that empowers the potential of traditional arts in the formulation of contemporary performing arts expressions, accepted as a local spectacle capable of competing in a global culture.

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Hadi, Syamsul, Endriatmo Soetarto, Satyawan Sunito, and Nurmala K. Pandjaitan. "Education Hybridization of Pesantren and its Challenges in Rural Industrialization." Jurnal Pendidikan Islam 5, no. 2 (December 15, 2016): 261. http://dx.doi.org/10.14421/jpi.2016.52.261-285.

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This research aims to explain the existence, institutional environment and the sustainability of pesantren institutions in the village that experienced urbanization because of industrialization and the culture of modernity. The study used a constructivism paradigm for qualitative method. Data mining is done through in-depth interview techniques and field observations with the support of document studies. The results showed that, in responding to the instrumentation (the interests) of the state and the pragmatic market demands Pesantren Manbail Futuh pursuing a strategy of hybridization and the commodification of education. It is to adopt a policy of state education as well as to accommodate the community's preference based on the general education schools that is based in Pesantren. Hybridization of education is a diversification of education units (religious and general) in Pesantren. While commodification is intended as fundraising efforts to support the operational needs of the institution so that the implementation of formal education units shall meet national education standards (NES) in addition to meeting society's expectations (market). This strategy means a form of guarantee for the existence and sustainability of pesantren institutions in rural communities.

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Fathurahman, Heri, Umasih Umasih, Gumgum Gumelar, Andy Hadiyanto, and Assyifa Amelia Azzahra. "The commodification of economic perspectives in Islamic Religious Education Studies on social media." Informasi 51, no. 1 (July 4, 2021): 111–32. http://dx.doi.org/10.21831/informasi.v51i1.38516.

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Economic empowerment in Indonesia is quite dynamically developing, this is also not free from the study of Islamic religious education on Islamic economics. Apart from this, researchers also used YouTube social media for review in this study. The formulation of the research problem is how to commodify an economic perspective in the study of Islamic religious education on social media. This study aims to analyze the commodification of economic perspectives in the study of Islamic religious education on social media. Researchers use a quantitative approach with a survey method where data will be taken from a predetermined population and sample and then a questionnaire to the respondent. The results of this study indicate that the commodification of YouTube content about the economy packaged in Islamic Religious Education affects the attitudes of YouTube users who watch the content. This is evidenced by conducting a regression test with the results that all ha received and accepted are declared good. In addition, economic empowerment in the perspective of Islamic religious education can also increase community economic empowerment and support the economic activities of the Indonesian people.

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Mittelstrass, J. "KNOWLEDGE AS A GOOD: SCIENCE, EDUCATION, AND THE COMMODIFICATION OF KNOWLEDGE." Trames. Journal of the Humanities and Social Sciences 7, no. 4 (2003): 227. http://dx.doi.org/10.3176/tr.2003.4.01.

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Apple, Michael W. "Markets and Measurement: Audit Cultures, Commodification, and Class Strategies in Education." Journal of Educational Sociology 78 (2006): 373–98. http://dx.doi.org/10.11151/eds1951.78.373.

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Pullman, Daryl. "Can Virtue Be Bought? Moral Education and the Commodification of Values." Teaching Philosophy 17, no. 4 (1994): 321–33. http://dx.doi.org/10.5840/teachphil199417430.

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Suarez-Villa, Luis. "The Rise of Technocapitalism." Science & Technology Studies 14, no. 2 (January 1, 2001): 4–20. http://dx.doi.org/10.23987/sts.55133.

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The rise of technocapitalism involves the commodification of knowledge in faster and more diverse ways than at any previous time in human history. This article provides insights from a macro-analytical perspective on the phenomena that mark the emergence of technocapitalism as a new form of market capitalism, and their influence on the commodification of knowledge for invention and innovation. The phenomena in question involve the rapid accumulation of inventions and of knowledge-sensitive infrastructure. The rapid reproduction of creativity and a faster diffusion of knowledge, both of which have been supported by a massification of technical education, are also important for the emergence of the new era. Their contribution to the commodification of technological knowledge is most obvious in the pervasive corporatization of invention and innovation, and even more so in the emergence of continuous invention and innovation as a standard component of corporate strategy.

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Somek, Alexander. "Two times two temperaments of legal scholarship and the question of commodification." European Law Open 1, no. 3 (September 2022): 627–34. http://dx.doi.org/10.1017/elo.2022.29.

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AbstractThe article offers a brief account of the continental European (viz., German) and the US American approach to legal education and scholarship. It then explores in which respect legal academics active in these cultures are vulnerable to the lure of commodification, that is, incentives to produce legal expertise for clients. After concluding that these incentives may well be stronger in countries where legal academics consider themselves badly paid and where scholarly traditions are weak, the article explores how commodification can adversely affect the culture of ‘legal science’ as a whole and even work to the detriment of clients.

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Muth, Sebastian, and Lara Ryazanova-Clarke. "The commodification of Russian around the world." International Journal of Bilingual Education and Bilingualism 20, no. 4 (December 26, 2015): 381–84. http://dx.doi.org/10.1080/13670050.2015.1115000.

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Real, Michael R. "The Postmodern Olympics: Technology and the Commodification of the Olympic Movement." Quest 48, no. 1 (February 1996): 9–24. http://dx.doi.org/10.1080/00336297.1996.10484175.

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Castiello-Gutiérrez, Santiago, and Xiaojie Li. "We are More Than Your Paycheck." Journal of International Students 10, no. 3 (August 15, 2020): i—iv. http://dx.doi.org/10.32674/jis.v10i3.2676.

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International students in the U.S. have been pushed out and dehumanized by the policies of the Trump Administration. While sometimes the arguments used to defend the importance of international students tend to perpetuate their commodification; the rapid, coordinated, and powerful mobilization led by scholars and higher education institutions after the #StudentBan, gives us hope for a more inclusive future.

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De Ste Croix, James. "College for Sale: A Critique of the Commodification of Higher Education (review)." Journal of General Education 49, no. 4 (2000): 307–11. http://dx.doi.org/10.1353/jge.2000.0028.

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Peters, Michael A. "Editorial: Music Cultures in an Age of Commodification." Educational Philosophy and Theory 37, no. 1 (January 2005): 1–2. http://dx.doi.org/10.1111/j.1469-5812.2004.00093.x.

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Ball, Stephen J. "Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal University." British Journal of Educational Studies 60, no. 1 (March 2012): 17–28. http://dx.doi.org/10.1080/00071005.2011.650940.

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Elliott, John. "Quality assurance, the educational standards debate, and the commodification of educational research." Curriculum Journal 8, no. 1 (March 1997): 63–83. http://dx.doi.org/10.1080/09585176.1997.11070762.

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Hidayah, Siti Nur. "Pesantren for Middle-Class Muslims in Indonesia (Between Religious Commodification and Pious Neoliberalism)." QIJIS (Qudus International Journal of Islamic Studies) 9, no. 1 (July 30, 2021): 209. http://dx.doi.org/10.21043/qijis.v9i1.7641.

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<p>Research about Islamic educational institutions, the market and the rise of the new Muslim middle-class in Indonesian society has mainly focused on schools. Its correlation with pesantren (Islamic boarding schools) as Islamic education providers has not yet been deeply portrayed. This paper aims to identify changes in pesantren management practices in relation to the growth of the Muslim middle-class and questions whether pesantren management practices intended to cater for the middle-class segment of society can be categorized as commodification or as acts of pious neoliberalism. As a preliminary examination, this paper was based on extensive literature and media research, interviews with teachers and parents in pesantren, and non-participant observation. This research highlights three different strategies developed by pesantren to respond to the growing size of the Muslim middle-class in Java, Indonesia: ‘developing’, ‘inserting’ and ‘creating’ new pesantren education programs. Three models are highlighted here in three select pesantren in Java: Firstly, a pesantren established and designed to accommodate middle-class Muslims that employs an approach that is an amalgamation between religious education and international educational standards. Secondly, a well-established traditional pesantren which built new ‘elite’ buildings to respond to demand from middle-class Muslims. And thirdly, a pesantren that targets urban middle-class students of all ages who have limited religious knowledge and which mainly focuses on a tahfidz program (memorizing of the Qur’an) through creating a ‘friendly’ image of learning the Qur’an. These pesantren maintain a deeply religious curriculum similar to traditional pesantren and provide good facilities for students but charge high fees for education, and as such may connotate a commodification practice. Using Mona Atia’s concept of pious neoliberalism, the writer questions whether the fusion of religious practices of any kind, commodification and adjustment to market logic, in this context, might be better understood as pious neoliberalism. In this sense, the commodification practices in the examples offered here should not always bear a pejorative meaning. While admitting that global changes have introduced new challenges to the Muslim community and in relation to Islamic education, it is hoped that this article will encourage further discussion and investigation on the subject of the changing nature of provision and management of Islamic educational institutions, in particular pesantren, in Indonesia.</p>

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Hartijasti, Yanki, Joash Tapiheru, and Purwo Santoso. "Borobudur: Commodification Within A Poor Knowledge Conservation." Digital Press Social Sciences and Humanities 4 (2020): 00019. http://dx.doi.org/10.29037/digitalpress.44366.

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This paper takes Borobudur as a showcase in the promotion of an artifact with poor knowledge management. It indeed, one of the UNESCO World Heritage Sites since 1991, but it has been presented merely as a physical appearance. What makes it interesting is its grandeur as the largest Buddhist temple in the world during the glory of the Sailendra Kingdom in Java for five centuries, instead of the landmark of science and technological advance which should have advanced Indonesia’s achievement by now. The commodification has led Indonesia to turn Borobudur as a magnet for foreign tourists. There are numerous Buddhist sites in Indonesia which are part of the tourist destinations to trace Buddhist civilization in Indonesia, such as Buddhist temple in Jambi (Sumatra), Sleeping Buddha Statue in Mojokerto (East Java), and other Buddhist temples in Java and Bali. Yet, Borobudur has not been presented as the trail of Buddhist Civilization given the absence of knowledge conservation, let alone knowledge reproduction. Borobudur signifies the fact that Buddhism is the earliest religion that heavily influenced the incoming dominant religion later on. Much of its intangible aspect of the heritage has lost and forgotten given the poor knowledge management in the country. Ministry of Education needs to recover and reinvent the lost knowledge to make the commodification go along with meaning-making.

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Khairullin, V. I. "From a monograph to a textbook: a soft commodification case." Alma mater. Vestnik Vysshey Shkoly, no. 9 (September 2021): 109–11. http://dx.doi.org/10.20339/am.09-21.109.

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Discussed is the problem of market relationships within higher school and in particular a notion from the sphere of paid-for education services, that is, a notion of soft commodification, under which the results of theoretical investigation are turned by the author of the investigation into a teaching material that may become a successful produce for the education market. This work is based on a wish to give a practical turn to fundamental research and even use the results of research in purely practical teaching activity. The practical tinge should be searched at advanced levels of an “educational institution — student” economic relationships, when the above dual combination embraces actors such as “research”, “author”, “textbook”, so that it looks as follows: “educational institution — author — research — author — textbook — student”. It is emphasized that the highest achievement as well as a thing of deserved pride for a scholar is his/her ability to make the results of his/her research understandable for students. This is what the author calls for, when he points out that a skill for transforming theory into a teaching material is highly valuable at present. This is an ability to distribute one’s work in the academic space in such a way that it fills in both its scholarly and educational parts and simultaneously enters the education market. The author offers an example of turning research results into a teaching matter. A sample textbook is based on the investigation of justice.

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Lawson, Stuart, Kevin Sanders, and Lauren Smith. "Commodification of the Information Profession: A Critique of Higher Education Under Neoliberalism." Journal of Librarianship and Scholarly Communication 3, no. 1 (March 10, 2015): 1182. http://dx.doi.org/10.7710/2162-3309.1182.

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Kazemi, Abbas Varij, and Saeid Safari. "Travelling concepts: the story of the commodification of higher education in Iran." Critique 48, no. 4 (October 1, 2020): 405–28. http://dx.doi.org/10.1080/03017605.2020.1850680.

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Saunders, Daniel B., and Gerardo Blanco Ramírez. "Against ‘teaching excellence’: ideology, commodification, and enabling the neoliberalization of postsecondary education." Teaching in Higher Education 22, no. 4 (March 13, 2017): 396–407. http://dx.doi.org/10.1080/13562517.2017.1301913.

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Ye, Rebecca. "Transnational Higher Education Strategies into and out of Singapore: Commodification and Consecration." TRaNS: Trans -Regional and -National Studies of Southeast Asia 4, no. 1 (November 24, 2015): 85–108. http://dx.doi.org/10.1017/trn.2015.14.

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AbstractThis article addresses transnational higher education strategies both to and from Singapore. It does so by focusing on outbound educational mobility from Singapore to the UK and inbound educational mobility from Vietnam to Singapore. Since the turn of the century, Singapore has pursued the agenda of developing itself as a regional hub for higher education, aspiring to be a Global Schoolhouse. Yet, while the number of international students grows in local universities, Singapore's academically brightest do not necessarily take advantage of higher educational opportunities within the shores of the city-state, with many traveling to universities overseas through a form of sponsored mobility. Using two case studies, I trace two logics of commodification and consecration as observed through the processes whereby individuals and institutions devise transnational higher education strategies into and out of Singapore. The first case study draws on interviews conducted with Singaporean undergraduates at Oxbridge while the second case focuses on Vietnamese students at two Singaporean universities. Together, the analysis from these cases uncovers the value for these Southeast Asian students in studying abroad and distinguishes between different types of routes that exist: one where students choose their own educational plans and another where students are chosen for a prestigious educational and occupational pathway. With increasing participation in mass higher education taking place across the region, the article outlines, through the site of Singapore, strategies of transnationalism employed by both individuals and institutions as a means of social differentiation.

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Nagavajara, Chetana. "Guest Editorial: From Selfless Giving to Commodification: The Dilemma of Higher Education." Drying Technology 32, no. 8 (May 14, 2014): 879–81. http://dx.doi.org/10.1080/07373937.2014.917227.

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Farber, Paul, and Dini Metro-Roland. "Being on One’s Way: Place, Technology, and the Moral Commodification of Education." Philosophy of Education 69 (2013): 222–31. http://dx.doi.org/10.47925/2013.222.

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Journal articles on the topic 'Commodification of education'

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