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Editorial

Penny Welch and Susan Wright

Welcome to the sixth volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Our thanks go to the authors of the essay, articles and commentaries, the anonymous referees who read the essay and the articles, our publisher Berghahn and the Editorial Board.

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Higher education gone global: Introduction to the special issue

Gritt B. Nielsen

In order to prosper as a so-called knowledge society in a global economy, countries worldwide are increasingly emphasising the need to internationalise their higher education institutions and attract the best and brightest students and staff from abroad. This article explores the shifting rationales for internationalisation and how today, based on novel forms of comparability and exchange, a new and highly stratified arena for higher education is developing. By focusing on the conferences and fairs where actors negotiate and position higher education on various scales, not least a global one, the article introduces the core themes of this special issue and presents one possible context for the following articles.

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Editorial

Penny Welch and Susan Wright

Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Our thanks go to the authors of articles, the essay and the reviews, the anonymous referees who read the articles and the essay, the publishers who provided review copies of the books, our own publisher Berghahn and the Editorial Board.

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Editorial

Penny Welch and Susan Wright

Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Our thanks go to the authors of articles, commentaries and reviews, the anonymous referees who read the articles, the publishers who provided review copies of the books, our own publisher Berghahn and the Editorial Board.

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Editorial

Penny Welch and Susan Wright

Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Our thanks go to the authors of articles and reviews, the anonymous referees who read the articles, the publishers who provided review copies of the books, our own publisher

Berghahn and the Editorial Board.

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Editorial

Penny Welch and Susan Wright

Welcome to Volume 4 of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. LATISS has been gradually widening its focus from its point of origin in the U.K. and this issue is truly international with material from Latin America, U.S.A, Sweden and England. LATISS’s approach – to study and reflect on the detail of teaching and learning practices in contexts of institutional change and national and international policies – is also well exemplified by the articles in this issue. For example, three of the articles explore issues of ‘race’ and ethnicity in connection with programme design, institutional politics and classroom relations respectively and in very different historical and policy contexts. Two articles also connect to topics on which LATISS has recently published special issues: on gender in higher education and on using the university as a site to critically explore the meaning and operation of neoliberalism.

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Introduction

Boone Shear and Susan Brin Hyatt

The aim of this Special Issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences is to analyse the impacts of neoliberal restructuring on higher education and to explore ways of raising students’ critical awareness of these changes in their own environment. This Special Issue developed out of a symposium that was held at the University of Massachusetts in Spring 2008. Both Susan B. Hyatt and Vincent Lyon-Callo presented earlier drafts of their articles on that occasion, as did Dana-Ain Davis, whose article will appear in a future issue of LATISS. Shear and Zontine were the primary organisers of the symposium, along with other students and faculty at the University of Massachusetts, and in their article, they reflect on the collaborative, yearlong reading group project on neoliberalism from which the symposium emerged. We invited John Clarke to join us in writing for this issue to provide an international perspective on these issues as they are currently playing out in the U.K.

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Editorial

Penny Welch and Susan Wright

Welcome to the first issue of the third volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences.

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Educating today's democratic citizen

Jeffrey L. Bernstein

What are we in higher education to make of the recent calls for citizenship education to play a larger role in the academy? As Matt Hartley’s paper in this issue of Learning and Teaching suggests, colleges and universities in the United States have been paying increased attention to educating for citizenship in recent decades; Bob Simpson’s concluding commentary makes similar arguments about increased expectations for citizenship education in Europe. As our institutions of higher learning confront economic pressures, increased competition (including from for-profit entities) and calls for accountability through meaningful assessments of student learning, they will also face increased pressure to graduate not just educated individuals, but also individuals who are connected, as citizens, to the local, national and transnational world in which they live.

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Transformation of Graduate Education in Applied Anthropology in the U.S.: Learning and Teaching Policy Studies

Kerry D. Feldman and Lisa Henry

When engaged in doctoral research (1972) on urban squatter settlements in the Philippines, Feldman’s approach was guided by the pedagogy of Paulo Freire (2005[orig.1970]), which gratefully steered his behaviour away from the typical ‘Ugly American’ abroad in the world at the time (during the Vietnam War). Feldman became aware of the notions of ‘teacher-student’ and of ‘student-teacher’ primarily through his discussions with two Filipino doctors, Jess and Trini de la Paz (a husband and wife team), who organised a health education and training programme for volunteer participants from 12 squatter settlements in Davao City on the southern island of Mindanao. They invited him to serve as a social science consultant for their project. They explained that their approach to health education and training was grounded in, and would always adhere to, Freire’s insistence that oppressed people should be viewed as teachers for anyone engaging in their instruction or assistance, requiring that their teachers also become their students in understanding or assisting their lives.