Abstract

This article addresses global postsecondary ranking systems by using critical-theoretical perspectives on power. This research suggests rankings are at once a useful lens for studying power in higher education and an important instrument for the exercise of power in service of dominant norms in global higher education.

This article addresses global postsecondary ranking systems by using critical-theoretical perspectives on power. This research suggests rankings are at once a useful lens for studying power in higher education and an important instrument for the exercise of power in service of dominant norms in global higher education.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 544-568
Launched on MUSE
2013-06-24
Open Access
No
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