The aim of this paper is to use a spatial approach to tease out implicit understandings of what is perceived as the ‘good’ student, the ‘right’ pedagogies and ‘legitimate’ knowledge in higher education internationalisation practices. We do so by attending to the social practices in the ‘international’ classroom and explore how such practices are shaped and impacted by students' various backgrounds, educational paths, prior knowledges and at the same time by structural, cultural and national characteristics of the host institution and the lecturers teaching there. The paper combines both lecturers' and students' perspectives and details the complex relationality of people and places connected through movement and performances of internationalisation. Inspired by critical internationalisation studies, we demonstrate how everyday practices and discourses in the ‘international’ classroom produce and reproduce global inequalities; thereby, we show some of the uneven geographies of higher education internationalisation.

中文翻译：

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高等教育的空间、地点和国际化：探索“国际化”课堂中的日常社会实践

本文的目的是使用空间方法梳理出对高等教育国际化实践中“好”学生、“正确”教学法和“合法”知识的隐含理解。我们通过参与“国际”课堂中的社会实践来实现这一目标，并探索这些实践如何受到学生的各种背景、教育路径、先验知识以及东道主的结构、文化和民族特征的影响和影响。机构和在那里任教的讲师。该论文结合了讲师和学生的观点，并详细说明了通过国际化运动和表现连接起来的人与地之间的复杂关系。受到批判性国际化研究的启发，我们展示了“国际”课堂中的日常实践和话语如何产生和再现全球不平等；因此，我们展示了高等教育国际化的一些不均衡地域。