Prospects and Challenges of Liberal Arts Education in Asia: Looking Through the Lens of Decolonization

• In Event: Roundtable Session 2
  In Refereed Roundtable Session: An inter-cultural & interdisciplinary perspective to higher education

Proposal

Introduction
Recent decades witnessed a global rise of liberal arts education (LAE) programs in many countries around the globe, with a stronger presence of LAE in Asia (Godwin, 2018; Godwin, 2015). Although the origin of LAE is often traced back to Western educational thoughts in Greco-Roman society and LAE is regarded as a feature of American higher education (Godwin & Altbach, 2016), in the current global society, LAE has become a global approach to higher learning with its commonly shared models and educational goals and values. The educational outcomes of LAE, including critical thinking, civic engagement, and intercultural competence, are realized through an internationally recognized model characterized by general education curriculum, small-class teaching, mentorship, interaction between students and faculty members, residential experience, as well as extra-curricular and community-based activities (Godwin & Pickus, 2017; Jung et al., 2016; Nishimura & Sasao, 2019).
Global case studies of LAE in many institutions showed the difference in educational forms and challenges in implementation (Jung et al., 2016; Kirby & Van der Wende, 2016; Marber & Araya, 2017; Nishimura & Sasao, 2019; Purinton & Skaggs, 2017). The underlying motivation is similar in different societies, which is the competition for excellence in the global economy and the need for versatile capabilities in the face of the labour market challenges of the 21st century (Van Der Wende, 2014). This research examines how the understanding and implementation of LAE in various Asian universities are resisting or following the neoliberal trend of global higher education development and what unique dimensions of Asian culture and philosophy shape their approach.
Research Questions and Purpose
This paper addresses the following questions: 1) How are the understanding and implementation of LAE in various Asian universities resisting or following the neoliberal trend of global higher education development; 2) To what extent do heir LAE models reflect the cultural tradition and local factors?
The purpose of the study is to understand how these institutions with a strong liberal arts feature develop their LAE models to fit into their local contexts and what insights arise from their innovation for the current higher education reform towards an equitable, inclusive and diversified post-pandemic world. It also considers the innovation and indigenization of LAE in Asian contexts with different traditions and social and political systems, as an alternative to the Western-centric approach.
Theory and Method
Although the lens of institutional theory and Ideal Types help with identifying global trends and de-coupling and variation of LAE global development, it is not enough for us to further understand nuanced dynamics of this phenomenon as the global education development has also been influenced by the neoliberal trends and the world order. Decolonization lens would be helpful to further look into the dynamics of global and local models of LAE and the underlying motivation of competition for excellence in the process of globalisation.
Decolonization lenses in educational research criticize the colonial impact and the dominance of Eurocentric knowledge and systems in educational development and reforms around the globe. Many researchers examined education via decolonization lenses and criticised the social trend and neoliberal trend for having a negative influence on education development by conforming to the Western models and neglecting local values (Beck, 2021; Dei, 2019). In some Asian universities, LAE models are combined with institutional internationalisation strategy for cultivating global citizenship. A critical lens from decolonization in internationalization could help provide a different angle into looking at the colonial sense in the understanding of global citizenship cultivation through internationalisation.
The case universities for this study are the 26 member institutions of the Alliance of Asian Liberal Arts Universities (AALAU). I take a qualitative approach that uses the methods of document analysis. I analyzed documents regarding educational mission and goals from AALAU member universities. For data analysis, I combined thematic coding with Dedoose qualitative analysis software (Silver & Lewins, 2014). Before coding, memoing (Bogdan & Biklen, 2007) captured initial categories, themes, and preliminary codes on institutional actors and external factors. Under the theoretical framework of decolonization, I used the revised codebook to analyze grouped phrases, identified patterns, and refined themes (Bhattacharya, 2017).
Results and Discussion
Through systematic coding and analysis through the lens of decolonization, themes and categories regarding LAE in Asia and their missions of cultivating graduates for local and global society emerged. Asian universities mainly follow the global model and understanding of LAE as a broad-based education and curriculum, and with an emphasis on interdisciplinary studies. For the mission and goals of LAE, besides focusing on cultivating all-round development and critical thinking, they specifically mentioned a few interesting common themes based on their instructional type and history, social traditions, and contexts. For example, most universities emphasized the common qualities of citizens in the 21st century globalized word, such as leadership, international or global vision, sustainable development, service and social responsibilities. Universities with religious backgrounds specifically integrated in their mission the understanding of humanity and person quality from their faith such as Christianity and Buddhism. Moreover, most universities advocate the understanding of person or whole person, moral person and character development, with the care for peace and harmony from Asian social traditions.
Contribution and Significance
This study contributes to debates on LAE models in Asian contexts and contribute to innovation in LAE in an age of STEM domination (Marginson, 2017). From a decolonization lens, the study enriches our understanding of LAE’s value in whole person cultivation and shed light on how LAE in universities of other societies may incorporate indigenous culture and traditions. The study contributes to diversification at a time when the global research university dominates all ranking systems. The findings contributes to models of education that uphold the values of different civilizations (Acharya, 2016; Hayhoe, 2001, 2019). More specifically, the findings have important implications for LAE innovation and implementation in Asian countries and beyond, also for cultivating students with capabilities for the global challenges of an uncertain future (Harari, 2018, 2020; McKay, 2016).

Author

• Leping Mou, OISE (University of Toronto)