Abstract

The concept of cosmopolitanism has been the subject of philosophical debate as to whether a commitment to it requires the shedding of particularist attachments (such as attachments to a national or group identity, or their accompanying convictions), or whether such particularist commitments might enhance a cosmopolitan orientation. This paper brings these debates to bear on the internationalization of higher education, particularly in relation to the work of academics who implement universities’ internationalization strategies through teaching, and who aim to do so fairly and justly. Drawing on our individual reflections as well as shared conversations about our experiences, we propose that the philosophically-informed concept of ‘rooted cosmopolitanism’ can helpfully inform internationalization strategies.