Bringing the ‘nation-state’ into being: affect, methodological nationalism and globalisation of higher education

Abstract

Methodological nationalism (MN) pervades higher education scholarship and practice, particularly in the arena of globalisation of higher education (HE) (Shahjahan and Kezar 2013 Shahjahan, R. A., and A. J. Kezar. 2013. “Beyond the “National Container” Addressing Methodological Nationalism in Higher Education Research.” Educational Researcher 42 (1): 20–29.[Crossref], [Web of Science ®] , [Google Scholar]). MN refers to the assumption that national boundaries define the natural category or unit of analysis for society. Drawing on affect theories, this conceptual article aims to problematise how the ‘nation state’ as a natural category (or container) pervades global HE practices and policies. Affect refers to emotions, responses, reactions and feelings that are relational and transpersonal, and an object’s (e.g., nation-state) continuous emergence and unfolding in a world driven by intensities and feelings. Based on three real-life examples in/about South Asian HE, we demonstrate how the ‘nation-state’ category comes into being (and becomes ‘sticky’) through the experienced and imagined encounters among: (a) individuals, (b) national policy and (c) transnational actors. We show how, through imaginaries and practices, the ‘global’ manifested through using the ‘nation-state’, indicating a strong and evolving relationship between the two categories, informed by emotional and imaginative futures. We argue that an affect lens illuminates how MN is perpetuated as the nation-state becomes a naturalised container for (potential) encounters in the enactments of HE globalisation and moving beyond MN requires an ontological shift.