ABSTRACT
In all the previous chapters, I have identified and discussed four growing selfsustained/sustaining fundamental phenomena in transnational education (TNE) – namely (1) the planned, evolving, and transformative mediocrity behind the endorsement of English-medium education legitimised by the interactive Asia-West relationship; (2) the strategic employment of the terms ‘Asia/Asian’ and ‘West/Western’ by all stakeholders in their perceptions and construction of choice, quality, rigour, reliability, and attractiveness of programs, courses, and locations; (3) the adjusted desire for an imagined (and often misinformed) ‘West’ among various stakeholders of transnational education; and (4) the assigned and self-realised ownership of English by otherwise normally on-the-margin groups of speakers. A particular focus on how these phenomena impact questions of identity and desire in TNE spaces and places is a running theme throughout the book.
