EVENT Jul 10
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India-EU Higher Education Meet: Re-imagining Border in Cross-border Education (Conference funded under the framework of Jean Monnet Centre of Excellence of Erasmus+ Programme, European Union)

Manipal, Karnataka, India
Organization: Manipal Centre for European Studies, Manipal Academy of Higher Education
Event: Conference funded under the framework of Jean Monnet Centre of Excellence of Erasmus+ Programme, European Union
Categories: Postcolonial, Digital Humanities, Hispanic & Latino, Interdisciplinary, Pedagogy, Popular Culture, World Literatures, Aesthetics, Anthropology/Sociology, Classical Studies, Cultural Studies, Environmental Studies, Film, TV, & Media, Food Studies, History, Philosophy, African & African Diasporas, Asian & Asian Diasporas, Australian Literature, Canadian Literature, Caribbean & Caribbean Diasporas, Indian Subcontinent, Eastern European, Mediterranean, Middle East, Native American, Scandinavian, Pacific Literature
Event Date: 2020-07-10 to 2020-07-11 Abstract Due: 2020-02-10

Proposed title of the Edited Volume

Reimagining Border in Cross-border Education


Neeta Inamdar, Professor and Head, Manipal Centre for European Studies (MCES), Manipal Academy of Higher Education (MAHE)

Pushkarni Panchamukhi, Assistant Professor, MCES, MAHE

Call for contribution

Proposal/Abstract Submission: February 10, 2020
Full Paper Submission: March 30, 2020

Month of publishing: December, 2020



Universities are intuitively and definitionally universal in their quest for creation and dissemination of knowledge. These institutions that nurtured ideas for centuries in different forms across the world have defined and redefined the world, and means to decipher the reality around them.  They are set to defy borders and their existence in parochial forms. In essence, they contest borders in different forms but are at times bound by the political cultures in which they grow and thrive.

Here the word ‘border’ can be a contour differentiating regions in their epistemic, systemic, cultural and political structures of knowledge production. These differences are defining characteristics of what emerges out of these knowledge centres. Globalization which opened up borders (read some or selective borders) has by design or default created inequalities and imbalances in knowledge systems. No doubt knowledge is power but the difference in the power that is intrinsic to it and the power ascribed is determined by dominant political and economic hierarchies.

Today, if we look at the flow of knowledge or movement of scholars from one part of the world to another, there are visible imbalances. If knowledge predominantly flows from global north to global south, people seeking knowledge move from south to north. These imbalances are also seen within these regions, between cultures and communities, one claiming superiority over the other. These realities call for a reassessment of not only what constitutes knowledge, but also what encompasses the idea of borders. It is after this reexamination of the border can the flow of knowledge and knowledge seekers be made even and multidirectional.  

In this edited volume, we wish to present a diagnosis of imbalances that exist in the flow of knowledge and mobility of scholars across different borders – epistemic, systemic, cultural and political and call for a reassessment of cross-border education which we wish to use in place of internationalization of higher education. Our reservation about the term international education also stems from the fact that the notion of nation is largely political in nature whereas, we wish to address borders at different levels, and of different kinds while seeking sans-border education.

The objective is to get deeper insights into the way knowledge is perceived, produced and also most importantly the manner in which it flows across borders. From the business of ranking universities to the race for publications, the topic of cross border education is faced with several issues that need closer examination. We also wish to see more elaboration on the inclusive role of education that acts as an equalizer or as a catalyst for creating a level playing field across borders. While the myriad cultures and civilizations have defined knowledge differently, the global imaginary is marred by politics governed by power and hegemony. This volume intends to bring out this politics of knowledge with specific focus on cross-border education.


Submission procedure

You are invited to submit a brief proposal or an abstract of the paper of 300-500 words clearly explaining the ideas to be presented in the paper along with the title of the paper. This is basically to ensure, there are no major repetitions of ideas in different papers. The abstract can also clearly state if the paper would be largely conceptual or supported with empirical evidence. If the emphasis is on experience of self and others, let this be stated in the abstract.

Only select papers will be published and will also have the opportunity to present their work at the conference organized by MCES on the same theme on 10-11 July 2020 in Manipal, India (More information about the conference will be available on the website soon).

The final papers will be chosen by a review committee and the same will be communicated to the respective authors.


This edited volume is scheduled to be published by Manipal Universal Press (MUP). For additional information regarding the publisher, please visit www.manipal.edu. This publication is expected to be released in December 2020.

As the publisher insists on using Global English (neither British English nor American English but a balanced mix of both), you are expected to follow the same as much as possible.

Each paper should be of around 5000 words. You may please use APA style of referencing and use Times New Roman font size 12.






Tejasvini Ahuja