Amid growing debates about globalization of higher education (HE) reproducing inequalities, an analysis of race as the organizing influence underlying this global phenomenon remains absent. This conceptual essay argues that our understanding of globalization of HE would benefit from an intersectional understanding of critical Whiteness studies and temporal studies to help racialize and further temporalize this phenomenon. It introduces Whiteness as futurity framework and its three components: Whiteness as (a) aspiration, (b) investment, and (c) malleability. Drawing on this framework, it provides a critical race temporal account of globalization of HE by critically examining two contemporary global HE trends, namely: (a) the global diffusion of liberal education, and (b) the growing use of global university rankings (GURs). It argues that Whiteness as futurity colonizes (or orients) global subjects’ (nation-states’, policy makers’, institutions’, and individuals’) imaginaries and reinforces the asymmetrical movements, networks, and untethered economies underpinning global HE. The article concludes that educators should consider seriously the insights of Whiteness studies in reconceptualizing globalization of HE.

在关于高等教育再生产不平等的全球化的辩论日益增多的同时，由于种族现象对这种全球现象的组织影响也缺乏对种族的分析。这篇概念性文章认为，我们对高等学校全球化的理解将受益于对批判性白度研究和时态研究的交叉理解，从而有助于种族化和进一步时化这种现象。它将白度引入未来框架及其三个组成部分：（a）期望，（b）投资和（c）可延展性的白度。在此框架的基础上，它通过批判性地考察了两种当代的全球高等教育趋势，提供了关于高等教育全球化的重要种族时间描述：（a）自由教育的全球传播，以及（b）全球大学排名（GURs）的使用日益增加）。它认为，将白度视为未来会殖民（或定位）全球主体（民族国家，政策制定者，机构和个人）的假想，并强化了支撑全球高等教育的不对称运动，网络和不受束缚的经济。文章得出的结论是，教育者在重新认识高等教育的全球化时应认真考虑怀特性研究的见解。