Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Important social aspects of contemporary higher education are addressed in this issue by authors from a number of countries and social science disciplines. These range from learning and teaching concepts of capitalism and alienation, to the impacts of computerised university administration, the systematic ways certain categories of students fall through cracks in the academic pipeline, and how to reintroduce social activism into a ‘professionalised’ curriculum and teach social justice through international study visits.
Penny Welch and Susan Wright
Widening Participation and the Challenge for Anthropology
Paul Hawkins and David Mills
Drawing on recent ethnographic research with 'non-traditional' humanities and social science students at a 'new' university in the North West of England, this paper explores their contradictory experiences of alienation and engagement, and their attitudes to institutional 'Widening Participation' initiatives. It argues that these students' institutional survival depends on negotiating the conflicting expectations of their academic relationships and their day-to-day social responsibilities beyond the university.
What might these findings mean for anthropology's own pedagogic strategies? The paper ends by suggesting that a subject that asks its students fundamentally to question their established senses of self and 'home' may pose a further challenge for students for whom strained personal and domestic relationships, ambivalence and self-doubt are dominant motifs of their whole university experience.
The constitution, the law of the land of the modern state, is fertile ground for the Eurocentric imagination of the Canadian polity as a result of the resiliency of Victorian-era sentiments. The ethno-racial hierarchy contained within this political imagery merges well with the public health mandate process of 'othering'. Othering situates the causes of disease and illness in foreign bodies rather than in the social structures of industrial capitalism. Chief among its morbid symptoms, othering produces a sense of alienation in those subjected to it. Sri Lankan Tamils are one of the newer migrant populations who have been subjected to, and have resisted this intrinsically violent othering process. This article examines the Canadian constitution as it relates to ethno-racial classification, and then explores how this scheme is reproduced in common experiences of the public health system and its effects on the health and well-being of Canadian Tamils.
Ethnographic approaches to neoliberalization
Oscar Salemink and Mattias Borg Rasmussen
Since the 1980s globalization has taken on increasingly neoliberalizing forms in the form of commoditization of objects, resources, or even human bodies, their reduction to financial values, and their enclosure or other forms of dispossession. “After dispossession” provides ethnographic accounts of the diverse ways to deal with dispossessions by attempts at repossessing values in connection to what has been lost in neoliberal assemblages of people and resources and thus how material loss might be compensated for in terms of subjective experiences of restoring value beyond the financial. The analytical challenge we pursue is one of bridging between a political economy concerned with the uneven distribution of wealth and resources, and the profound changes in identity politics and subject formation that are connected to these. We therefore argue that any dispossession may trigger acts of repossession of values beyond the financial realm, and consequently that suffering, too, entails forms of agency predicated on altered subjectivities. This move beyond the suffering subject reconnects the study of subjectivities with the analysis of alienation, disempowerment, and impoverishment through dispossession and attempts at recapturing value in altered circumstances.