Abstract
ABSTRACT This paper explores the ways in which Danish student teachers imagine different countries to be appropriate for different kinds of learning in the context of international student mobility. Drawing on ethnographic fieldwork, this paper shows how geographical imaginaries are constructed and maintained by educational institutions and social networks. Furthermore, it shows that students ascribe different potentials for professional or personal development to different places. The paper finds that internationalisation practices risk reproducing stigmatised and hierarchical notions of the potential of places and the ‘right’ kinds of knowledge.
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