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The Drug Price Negotiation Program\u27s Impact on Small Pharmacy Operations

Castiello-Gutiérrez, Santiago, Ph.D.

Whatley, Melissa

Critical Internationalization Studies Review 
Manuscript 1045 
The Shock Doctrine and Internationalization of Higher Education 
Santiago Castiello-Gutiérrez Ph.D. 
Melissa Whatley 
Follow this and additional works at: https://scholarship.shu.edu/cisr 
 Part of the Higher Education Commons, International and Area Studies Commons, International and 
Comparative Education Commons, International and Intercultural Communication Commons, and the 
Race, Ethnicity and Post-Colonial Studies Commons 
Editorial 
 
© Critical Internationalization Studies Review 
Volume 4, Issue 1 (2025) 
ISSN: 2832-3211 
https://www.cisrjournal.org/ 
 
 
 
 
1 
The Shock Doctrine and Internationalization of Higher 
Education 
 
Dr. Santiago Castiello-Gutiérrez 
Seton Hall University, United States of America 
 
Dr. Melissa Whatley 
William & Mary, United States of America 
 
We are writing from the United States (U.S.), a country that is currently (first quarter of 
2025) experiencing a violent political shock that affects many aspects of its society, government, 
and higher education system. Yet, we realize that this shock is not unique to the U.S. Ever since 
the outbreak of the COVID-19 pandemic, the ‘shock doctrine’, as articulated by Naomi Klein 
(2007), provides a chillingly accurate framework for understanding this assault. This doctrine 
illuminates a pattern of exploiting societal crises (e.g., natural disasters, economic collapses, or 
political transitions) to implement radical policy changes. This strategy relies on the disorientation 
and vulnerability of the public during these 'shock' events. When people are overwhelmed by the 
many and immediate concerns, they are less likely to resist slower, less obvious, and often more 
damaging change.  
In higher education, we are witnessing how political polarization has overtaken the 
academic sphere globally. In the U.S., culture wars over issues such as critical race theory, gender 
identity, and academic freedom have created a hostile environment, with universities often serving 
as battlegrounds for ideological conflicts. Internationalization of higher education is not immune; 
extreme scrutiny and restrictions on international cooperation and faculty collaborations are now 
the norm, affecting the free flow of ideas and limiting opportunities for cross-border research. 
Anti-immigrant rhetoric also affects the over one million international students in the country who 
continue to face hostility and find themselves in the middle of constantly shifting immigration 
policies and executive actions. And the U.S. is not alone, in recent years we have witnessed 
lobbying for tougher regulations to decrease the number of international students in other countries 
such as the United Kingdom, Australia, and Canada; the latter two resulting in the imposition of 
actual caps (Kennedy, 2024). The articles that comprise this issue of the Critical 
Internationalization Studies Review provide useful perspectives on these issues that serve as 
counterpoints ot this climate of shock and disruption. 
In this volume, we present five essays that critically examine the evolving landscape of 
international student mobility, policy, and curriculum in higher education. Overall, these pieces 
invite us to reflect on how definitions of international students are shifting, the ethical and 
economic tensions underlying migration policies, and the need for more inclusive and equitable 
Critical Internationalization Studies Review 
 
 
 
 
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approaches to internationalization. Together, the authors represented in this issue challenge 
established frameworks and call for a reevaluation of higher education’s role in a globalized world. 
In this issue’s Critical Voices essay, Brunner and Cervantes-Macías reflect on the 
implications of Canada's recent cap on international student permits, contextualizing it within the 
broader dynamics of neoliberal higher education and migration policy. They argue that the move 
reveals tensions between Canada's economic reliance on international students and the reality that 
these individuals are not just a labor supply, but “'real' instead of 'ideal'” people with needs that 
institutions and governments have long neglected. The authors critique the market-driven logic of 
international student recruitment—which exploits students as both financial assets for universities 
and a talent pipeline for the workforce. While policymakers justify the cap as a measure against 
exploitative private institutions, Brunner and Cervantes-Macías expose the systemic nature of the 
problem, where even public institutions benefit from the commodification of international 
education. Their analysis challenges readers to reconsider the ethical responsibilities of higher 
education institutions and immigration systems in a world increasingly defined by economic 
extraction and selective inclusion. 
This issue also features one Practice Brief, in which Fei explores the critical but often 
overlooked dimension of international students' racial learning in the U.S. context. Drawing from 
her prior research (Fei, 204) on the Learning Race in a U.S. Context emergent framework, Fei 
highlights the informal and experiential nature of international students’ racial learning and the 
institutional gaps that fail to support this process. This essay provides concrete, practice-oriented 
recommendations for higher education institutions, emphasizing administrative strategies, 
curricular innovations, and student affairs programming to better equip international students with 
the tools to navigate race in the U.S. 
Finally, this issue includes three Research Briefs. In the first research brief, Lane, Schueller, 
and Farrugia reflect on the evolving definition of an ‘international student’ in the context of 
transnational higher education (TNE). While the traditional understanding of international students 
has been based on nationality and mobility across national borders, the increasing prevalence of 
international branch campuses and cross-border education initiatives complicates this binary 
distinction. In their essay, the authors examine how students enrolled in TNE programs challenge 
conventional classifications and offer a new typology that accounts for institutional and student 
mobility. They also call for a reevaluation of how international students are identified, counted, 
and understood within higher education policy and research. Their analysis underscores the 
importance of expanding current frameworks to capture the diverse and evolving realities of global 
student mobility. 
In a second research brief, Amutuhaire offers a much-needed critical perspective on intra-
Africa student mobility, focusing on Uganda as a key destination for students from Rwanda and 
Burundi. Using a critical internationalization lens, the study challenges the notion that mobility 
strengthens African higher education, instead revealing how historical colonial legacies, social 
class privilege, and restrictive immigration policies shape these patterns. Uganda’s appeal is tied 
to economic strategies and historical positioning rather than inherent education quality. The 
findings show that mobility primarily benefits the socioeconomically privileged, reinforcing class 
Critical Internationalization Studies Review 
 
 
 
 
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hierarchies. Amutuhaire calls for a reevaluation of intra-Africa mobility to promote equity, rather 
than replicating global educational inequalities. 
In a final research brief, Liang offers a critical examination of international postgraduate 
students' perspectives on curriculum internationalization in Canadian universities. Through an 
interpretive case study, Liang uncovers how students define and experience an internationalized 
curriculum, highlighting two key themes: the deliberate expansion of content diversity and the 
promotion of inclusive course design. The findings challenge institutions to move beyond 
superficial approaches and consider how curriculum internationalization can genuinely foster 
equitable and globally relevant learning environments in an increasingly interconnected higher 
education landscape. 
Conclusion 
Given the constant shocks and the imposition of extreme nationalistic policies that 
characterize our current moment, the future of internationalization hangs in the balance. We are 
witnessing a critical moment, wherein the decisions we make today will determine if universities 
can still be hubs of global understanding and collaboration or rather become insular institutions 
serving narrow political interests. The essays within this issue illuminate the paradoxes and 
complexities of internationalization, revealing the ethical, economic, and social implications of 
our choices. To resist the shock doctrine's current effects, we must reclaim the narrative of global 
education, keep promoting values of diversity and inclusion, and build solidarity across and within 
borders. Only then can we ensure that the promise of internationalization is not extinguished, but 
rather, reimagined otherwise and revitalized for a more just and equitable world. 
 
REFERENCES 
Fei, M. (2024). Re-examining Fries-Britt’s Learning Race in a U.S. Context emergent framework 
drawing on the micro-level narratives of international students in the United 
States. Journal of Comparative & International Higher 
Education, 16(5). https://doi.org/10.32674/etcvg369 
Kennedy, B. (2024, December 24). Caps, chaos and a sector in crisis: 2024 in review. The PIE 
News. https://thepienews.com/caps-chaos-and-a-sector-in-crisis-2024-in-review/ 
Klein, N. (2007). The Shock Doctrine: The rise of disaster capitalism. Metropolitan Books 
 
AUTHORS BIOGRAPHIES 
Santiago Castiello-Gutiérrez, Ph.D., is an Assistant Professor of Higher Education at Seton Hall 
University. He also serves as co-chair of the Critical Internationalization Studies Network and 
Associate Editor for the Critical Internationalization Studies Review. 
Melissa Whatley, Ph.D., is an Assistant Professor of Higher Education at the College of William 
and Mary. She also serves as Editor-in-Chief for the Critical Internationalization Studies Review. 


The Shock Doctrine and Internationalization of Higher Education

 
xiv 
SETON HALL JLPP 
 
VOLUME 49                                           2025                               NUMBER ONE 
 
TABLE OF CONTENTS 
 
ARTICLES 
INTRODUCTION TO THE SYMPOSIUM WITH ILLUSTRATIVE CASES, AND A LIST OF 
FACTORS CONTRIBUTING TO THE PROBLEMS OF NEW JERSEY’S POST-CONVICTION 
PROCEDURES 
Lesley C. Risinger & D. Michael Risinger ................................................... 1 
 
HISTORY OF NEW JERSEY’S STATE CONSTITUTIONAL GUARANTEE AGAINST 
SUSPENSION OF STATE HABEAS CORPUS AND ITS UNCONSTITUTIONAL 
SUSPENSION IN 2009 
D. Michael Risinger & Lesley C. Risinger ................................................. 47 
 
WHAT IS SUSPENSION OF THE WRIT OF HABEAS CORPUS 
Robert F. Williams. ......................................................................................... 67 
 
HABEAS CORPUS 
Judge Edwin H. Stern ..................................................................................... 71 
 
IS THE STATE CONSTITUTIONAL GUARANTEE OF THE PRIVILEGE OF HABEAS 
CORPUS SUSPENDED IN N.J.? 
Bernard K. Freamon ....................................................................................... 75 
 
TOWARDS AN INNOCENCE-CENTERED POST-CONVICTION REGIME IN NEW JERSEY 
Lesley C. Risinger & D. Michael Risinger ................................................. 82 
 
THE CONTINUING RISK OF FORENSIC ERROR AND FRAUD 
Michael J. Saks ............................................................................................... 135 
 
COMPENSATION FOR THE CONVICTED INNOCENT IN NEW JERSEY: PROBLEMS AND 
RECOMMENDED SOLUTIONS 
Lesley C. Risinger & D. Michael Risinger .............................................. 158 
 
xv 
 
AN EMPIRICAL ASSESSMENT OF NEW JERSEY’S MISTAKEN IMPRISONMENT ACT 
Jeffrey S. Gutman .......................................................................................... 233 
 
 
“BEAT MY TEETH OUT AND THEN KICK ME IN THE STOMACH FOR MUMBLING” – 
DENYING COMPENSATION TO THE INNOCENT WHO PLEADED GUILTY 
Donald A. Dripps ........................................................................................... 256 
 
COMMENTS 
ZOOMING IN ON RULE 45: ANALYZING THE VIABILITY OF USING VIRTUAL 
TESTIMONY TO OVERCOME RULE 45’S GEOGRAPHIC RESTRICTION 
Brandon M. Hornlein .................................................................................. 278 
 
 
YOU CALL THAT “SMUGGLING”?  FLORIDA’S NEW IMMIGRANT TRAVEL 
RESTRICTIONS CAN TURN TEACHERS AND GRANDPARENTS INTO FELONS 
Jennifer Beck .................................................................................................. 303 
 
 
KEEPING PRIVATE CITIZENS OUT OF THE GOVERNMENT’S SHOES: HOW TO RETOOL 
THE QUI TAM APPARATUS TO SURVIVE A CONSTITUTIONAL CHALLENGE 
Timothy R. Wagner...................................................................................... 335 
 
 
 
 


German

Table of Contents - Vol. 49, No. 1

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