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Open access

Penny Welch

Dave Lochtie, Emily McIntosh, Andrew Stork and Ben W. Walker (2018), Effective Personal Tutoring in Higher Education St. Albans: Critical Publishing, 222 pp., ISBN 978-1-910391-98-3

Open access

Andrew A. Szarejko

Abstract

Many introductory courses in International Relations (IR) dedicate some portion of the class to international history. Such class segments often focus on great-power politics of the twentieth century and related academic debates. In this essay, I argue that these international history segments can better engage students by broadening the histories instructors present and by drawing on especially salient histories such as those of the country in which the course is being taught. To elaborate on how one might do this, I discuss how US-based courses could productively examine the country's rise to great-power status. I outline three reasons to bring this topic into US-based introductory IR courses, and I draw on personal experience to provide a detailed description of the ways one can do so.

Open access

Decolonising Durkheimian Conceptions of the International

Colonialism and Internationalism in the Durkheimian School during and after the Colonial Era

Grégoire Mallard and Jean Terrier

Over the past 20 years, numerous scholars have called upon social scientists to consider the colonial contexts within which sociology, anthropology and ethnology were institutionalised in Europe and beyond. We explain how historical sociologists and historians of international law, sociology and anthropology can develop a global intellectual history of what we call the ‘sciences of the international’ by paying attention to the political ideas of the Durkheimian school of sociology. We situate the political ideas of the central figures explored in this special issue—Émile Durkheim, Marcel Mauss, Bronisław Malinowski and Alfred Métraux—in their broader context, analysing their convergence and differences. We also reinterpret the calls made by historians of ideas to ‘provincialise Europe’ or move to a ‘global history’, by studying how epistemologies and political imaginaries continued by sociologists and ethnologists after the colonial era related to imperialist ways of thinking.

Open access

Penny Welch and Susan Wright

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

Open access

The effectiveness of online teaching and learning tools

Students’ perceptions of usefulness in an upper-level accounting course

Heba Abdel-Rahim

Abstract

This study investigates how students in a distance-learning upper-level accounting course perceive the effectiveness of different online teaching and learning (OTL) tools that are commonly used in business courses taught online. This topic is of critical importance, especially as the COVID-19 pandemic has pushed more courses to be OTL. A mid-semester anonymous survey in an Accounting course at a public US university was conducted to measure students’ perceptions about different OTL course tools. Students were asked to provide their general assessment about how effective these tools were and how they believe these tools helped them learn. Analyses and discussions of the effectiveness of different tools and their link to earlier literature and how instructors can utilise the results of the OTL survey are presented.

Open access

Flipping the classroom

Students’ perceptions from an introductory sociology course

Ann Ward, Aja Antoine, and Wendy Cadge

Abstract

This article describes one approach to flipping an introductory sociology course. To encourage students to practice ‘doing’ sociology, we designed a flipped classroom that included a ‘pay to play’ model, small group work and an emphasis on active learning during class time. With this course design, we linked in-class active learning with outside prework so that students could engage with critical sociological concepts and apply those concepts in practice. With this flipped design, the instructors observed that students were deeply engaged with the course topics and expressed positive perceptions of their learning and growth over the semester. As the landscape of university instruction shifts, this course design model may assist instructors looking to foster active and engaged learning remotely.

Open access

Mei Qu

Abstract

This article explores how grassroots administrators interact with various other actors in the process of forming international partnerships. A top-down and a bottom-up case of building international partnerships for masters and PhD programmes were selected from my fieldwork in a Danish university. The cases were elaborated and analysed using Tatiana Fumasoli's organisational approach to multi-level governance in higher education. This article concludes that with their personal networks and knowledge about the normative frameworks of certain powerful actors, grassroots administrators could help academic staff who might not know the regulations involved in the internationalisation process, to balance their own interests with their intention of complying with the normative frameworks, and thus enhance their capacities of forming and participating in a successful international partnership.

Open access

Melody Viczko, Marie-Agnès Détourbe, and Shannon McKechnie

Abstract

In times of intense migrations, securing a brighter future through education has become a growing concern in many societies. In particular, access to higher education for refugees has been the object of multiple initiatives among governments, civil society and non-government organisations. However, only 3 per cent of refugees access higher education, and there is a need to better understand, support and develop successful access for refugees among policymakers, educators and researchers. This research takes an original comparative digital approach to identifying those networks in three countries: Canada, England and France. Our findings suggest that the nature of issues for refugee access to higher education is constructed differently in each national context, as the social relations between government, civil society, non-government agencies and higher education institutions are uniquely configured.

Open access

Ayala Fader

To share/sharing/shared/a share of/to share with. What do we create when we share objects, embodied experiences, languages, or ideas with others? Intimacy? Ties of obligation? A sense of belonging to something despite differences of investments and position? In this special section, Hillewaert and Tetreault experiment with reimagining the notion of ‘sharedness’. They have assembled a set of articles that use the term when describing less hegemonically spiritual and religious communities from a variety of places, traditions, and social formations. Some contributors focus on communities marginalized by more dominantly recognized state or institutional religiosity (Riley, Cochrane, Tetreault). Others ask what constitutes the grounds for defining religious/spiritual communities at all (Hillewaert, Elisha). The majority of the communities discussed probably fit most comfortably in scholarship on new religious movements or New Age scholarship (Elisha). What links these contributions is a focus on processes by which participants’ sharedness is achieved despite their differences of belief, practice, or both, which might seem to threaten their existence as a collectivity. That is, the authors consider how difference rather than sameness becomes the grounds for creating a sense of joint purpose. They also emphasize that sharedness is a jumping-off point, a category for ethnographic investigation specifically through attention to language, materiality, and embodiment. This contrasts to assumptions that community of any sort necessarily relies on or emerges from participants’ sameness.

Open access

Néstor L. Silva

Abstract

Literature on petroleum and its toxicities understands both as simultaneously social and ecological. Beginning with scholarship on petroleum and its toxicity that captures that simultaneity and mutual constitution, this review defines petrotoxicity as the socioecological toxicity inherent in petroleum commodification. The term signals that petroleum's social and ecological toxicities are not merely related, but always/already interdependent and inherent in petroleum commodification. Thinking about petrotoxicity this way frames it as something similar to repressive and ideological apparatuses. Althusserian apparatuses shape subjects and spaces in violent and bureaucratic ways. Generating and resisting petrotoxic apparatuses are consistent themes of literature on petrotoxicity. Thinking with Stuart Hall's critique of Louis Althusser, this review concludes by highlighting scholarship showing the limits of this popular framing of power, ecology, and intervention vis-à-vis petroleum. Long-term fieldwork in North Dakota's Bakken region informs this article at various points.