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Open access

Stephan Jaeger

This article provides an analysis of how military history museums in Germany, Britain, Belgium, Poland, and the United States exhibit and contextualize weapon technologies that were developed in the two world wars. The article focuses on technologies (gas warfare, the atomic bomb, tanks, and the V2 long-range rocket) that are directly connected to military success and innovation but also relate to dehumanization and destruction. By employing the analytical concepts of experientiality and of antagonistic, cosmopolitan, and entangled memory, this article demonstrates how museums can create open or closed narratives, steer the visitor toward particular interpretations, enhance or deconstruct the authentic aura of technological artifacts, and stage the symbolic potential of technologies. In addition, it shows how museums can educate visitors and allow them to experience the ambiguities, controversies, and complexities of these technologies.

Open access

Mary Hums

Nicole Brown (2021) Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education Bristol: Policy Press, 352 pp., ISBN: 978-1447354116

Open access

Penny Welch and Susan Wright

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes work by authors from Austria, Denmark, the United Kingdom, Taiwan, Brazil and Sweden. The five articles cover a diverse range of topics: the third mission of universities, doctoral supervision, internationalisation of higher education, neoliberal think tanks in higher education, and an innovation in the teaching of political thought.

Open access

Introducing Internationalisation at Home

Learning satisfaction under the Content and Language Integrated Learning approach

Mark Gosling and Wenhsien Yang

Taiwan higher education institutions are employing two strategies: Internationalisation at Home (IaH) to promote domestic students’ international exposure and awareness, and Content and Language Integrated Learning (CLIL) to promote language skills and professional knowledge. Higher education institutions recognise the synergy of these two strategies and the opportunity through them to attract international students to study in an English-speaking classroom. What is not known is the reaction of the domestic CLIL students in English as a Foreign Language settings to the introduction of native English speakers into their classroom, and this is the focus of this exploratory study. Results suggest that the domestic students are largely positive about the engagement of the exchange students but also raise the issues of internationalised curriculum and intercultural mixing in the monolingual context.

Free access

Introduction

Places of Progress? Technology Museums, Memory, and Education

Christian Kehrt and Daniel Brandau

“Revolutionary” technologies or large technological systems are often deemed controversial, risky, or ambivalent. Diverging interpretations clash when technological objects, such as rockets, airplanes, or nuclear reactors, are exhibited in museums or at heritage sites, with profound implications for underlying concepts of historical education. This special issue explores the argument that histories of technology have often upheld a traditional view of modern linear progress but became the focus of controversies when the social, political, and cultural conditions of perceiving and remembering these objects changed. At former “places of progress,” visitors and exhibition makers are confronted with the remains of the Industrial Revolution, colonialism, two World Wars, the Cold War, the Age of Coal, the Space Age, the Atomic Age and the Digital Age. Exhibitions and displays have been used to explain, teach, or make sense of the advents, successes, and failures of high-tech projects. Understanding technological artifacts and corresponding sites such as Chernobyl, Peenemünde, and Hiroshima as well as structures such as factories or bunkers as sites of memory (lieux de mémoire, a term coined by Pierre Nora) shifts our attention to processes of remembering modern technologies and the cases in which established narratives of progress have been supported or challenged. Questions about the ethics of technology use often seem to subvert stories of the “heroes of invention,” leaving visitors with the impression of technological ambivalence. Attempts to teach and learn about history and technology via objects and sites have been complicated, politicized, and contested.

Open access

Neoliberal student activism in Brazilian higher education

The case of ‘Students For Liberty Brasil’

Evandro Coggo Cristofoletti and Milena Pavan Serafim

This article discusses the growth of neoliberal student activism in Brazilian higher education, considering the role of organisations called neoliberal think tanks. The following questions are addressed: why and how do these think tanks operate in the field of higher education? How do they articulate and promote student activism? The study provides a historical and contextual review of the origin and performance of the neoliberal think tanks in Brazil, identifying organisations that significantly operate in the higher education field. The case of Students For Liberty Brasil is examined in detail. The results of our study indicate that these think tanks seek to challenge hegemony in the teaching, research and higher education policy agendas and consider students as an important source of neoliberal political leaders.

Open access

A novel perspective on doctoral supervision

Interaction of time, academic work, institutional policies, and lifecourse

Søren Smedegaard Bengtsen and Lynn McAlpine

While supervision is often characterised as a relatively private relationship, we would argue it is strongly influenced by departmental, institutional, national and global factors. It is also intertwined with other academic work and life experiences – with time playing an important role, not just as regards lifecourse but also changing institutional policies and practices. Using this embedded dynamic perspective in a longitudinal institutional case study, we examined how individual supervisory practices, embedded within life experiences and the evolving policy contexts of supervision and other academic activities, changed over time. We found that changed institutional supervision expectations and related structures influenced supervisory thinking and actions. Future research could further examine how this dynamic perspective opens horizons for understanding individual supervisor change in light of new institutional expectations.

Open access

Peenemünde Contested

Remembering Second World War Technologies in Rural East Germany from 1984 to 1992

Daniel Brandau

Given Peenemünde’s ambivalent military and technological history, from rocket development during the Nazi period to East German naval and air bases during the Cold War, its musealization was considered both a chance and challenge during the region’s deindustrialization in the 1990s. Local residents’ support of veteran engineers promoting an apologetic view of Nazi rocketry was met with bewilderment. However, a space park project and anniversary event were spearheaded by government and industry representatives, turning a regional affair into an international controversy. The article analyzes the function of memory work and the remembrance of technological progress in rural northeastern Germany before and after German reunification. Based on archival sources and interviews with former officers and museum advocates, it traces the Peenemünde museum project through a history of ideological and biographical caesurae, enthusiasm, political promises, and socioeconomic despair.

Open access

Ruin of Empire

The Uganda Railway and Memory Work in Kenya

Norman Aselmeyer

This article is concerned with the memory of the Uganda Railway in Kenya. Built during the heyday of British imperialism at the end of the nineteenth century, the colonial railway has been a highly contested infrastructure. Drawing on museum exhibitions, public speeches, and publications, the article argues that the main narrative of the railway line as a tool of oppression began to change when the railway infrastructure gradually deteriorated in the mid-twentieth century. I show how three distinct groups (white expatriates, Kenyan-Asians, and Kenya’s political elite) were involved in creating a new public memory that popularized the Uganda Railway as a cornerstone of the postcolonial nation. Their uncoordinated but simultaneous efforts toward a new reading of the past all aimed, albeit for different reasons, at reimagining the nation. The article thus shows mechanisms of coming to terms with the colonial past in a postcolonial nation.

Open access

The university and the common

Rearticulating the third mission from the bottom up

Hans Schildermans

Policy discourses about the third mission of universities in the knowledge economy have placed the question regarding the relation between university and society again high on the agenda. The aim of this article is to reconsider the university’s third mission, in the widest sense of its relations with society, and to do so through the lens of the common. The starting point of this reconsideration is the story of the Palestinian experimental university Campus in Camps and their practices of studying the camp, giving way to a series of social and spatial transformations within the camp and its neighbouring area. The relation between university and society comes forward not as given or institutionally settled but as enacted within practices, more particularly within practices of study.