This paper focuses on analysing challenges that students coming from different countries face when they come to Spain and continue their school trajectories started in their countries of origin. I use the narrative of one of these students, constructed through ethnographic work carried out in a programme designed to help migrant students ease their transition into the school system of the Community of Madrid. This narrative allows me to introduce some of the challenges these students face and how they re-shape their trajectories and their self-perceptions according to the possibilities their new contexts present them with. With this, I contextualize the case study to show a broader picture of migrant students coming from different countries to stay in Spain during the last decade, and how schools themselves address this situation in Spain, in general, and in Madrid, in particular.
The Case of the Hungarian Student Network in 2012–2013
Bálint Takács, Sára Bigazzi, Ferenc Arató, and Sára Serdült
the reduction of the admission quotas of state-funded students. Additionally, the measures established an obligatory contract for these students, binding them to the Hungarian labor market for double the time of their tuition (in an attempt to resist
The challenges and benefits of taking English-medium courses for Japanese students
the field of higher education, the international mobility of students, faculty and researchers, their knowledge and ideas, degrees, schools, programmes, curricula, and even educational philosophies can be seen as a result of globalisation. The extent
Pitfalls and Possibilities
When historians privilege writing to and for one another over all other kinds of writing—especially in a period when the humanities in particular are under siege at public universities around the country—do we run the risk of making ourselves irrelevant to anyone but ourselves? This article explores the stakes involved when historians shift the focus of their scholarly work toward alternate, non-academic audiences. In this case, I will focus my attention on writing for university and secondary student audiences through textbooks and reference works. On the one hand, I argue that writing for students has its pitfalls, because it is devalued in the historical discipline relative to monographs and articles based on archival research. As such, investment in such writing can prove detrimental to achieving tenure and promotion. On the other hand, I argue that writing for students allows us to reach a much larger audience than our peers. In addition, writing for student audiences forces us to think carefully about the accessibility of our writing as well as the link between research, telling stories in writing, and teaching. As such, I argue that writing for students may allow historians greater visibility and relevance in the public at a critical time, given recent cuts in higher education budgets.
Maria-Amelia Viteri and Aaron Tobler
This article illustrates the multiple ways in which anthropology graduate students crossed the boundaries of educational discourses by encouraging themselves, other students, activists and community leaders to speak in dialogical contexts (Giroux 2005: 73). They did this through the organisation of the Interrogating Diversity Conference. The authors organised this conference in March 2007 at the American University, Washington, DC, to expand scholarship on surveillance and policing in an egalitarian forum. We discuss how students can engage their departments and faculty in building the students' knowledge of both anthropological theories and methodology through shared scholarship. We show how students can 'apply' anthropology to audiences, which will in turn influence policy decision making. In addition, the authors explore how academics can transform knowledge sharing into tools that shape broader political and social dialogue.
Rationales, Rhetoric and 'Institutional Isomorphism'
Drawing on interviews with Canadian and Australian officials, this article examines the frame of student mobility within the broad discourse of internationalisation. Difficulties in definition and admitted shortfalls in achieving progress even on the more easily articulated benchmarks of student mobility, do not seem to staunch the enthusiasm of a variety of officials for the idea of internationalisation. This article will examine some of the contradictions framing these institutional discourses of internationalisation. These include the gaps between institutional claims and their substantiation, between lauding the internationalism inculcated by student mobility programmes and the more mixed motivations or engagements of student clients, and between claims for the entrepreneurial potential of internationalisation as against the uncertainty of its outcomes. I argue that a long-standing Western view of travel as a vehicle for self-cultivation and transformation combined with competitive efforts to keep up with perceived trends in the fields of post-secondary education are producing a momentum that is elusive even as it threatens to bulldoze its way across important institutional practices and procedures.
Anthropological Interventions in Classroom Settings with Latin@ Immigrant Students
Alicia Re Cruz
This article describes the author's experiences as a professor in a Bilingual Education Programme at a local university; students are public school teachers in North Texas, teaching in classrooms ranging from 80 to 95 per cent Latin@ students. The author uses multi-sited ethnography and history in order to set the scenario for the political, ideological and economic factors embedded in the understanding of the Latin@ immigrant community presence in the area. The article documents anthropological 'intervention' strategies through papers and research projects. Students (public school teachers) are required to exercise participatory approaches to engage their own Latin@ students in their research papers. Through analysis of the transformative research projects presented by the students, the author documents the power of anthropological intervention and the effects in education policy.
Heidi Ross and Yajing Chen
Vincent Tinto's theory of academic and social integration provides a framework for investigating perceived problems associated with Chinese international students' engagement at a public research-intensive university in the U.S. Midwest ('Midwest' University). These 'problems' – classroom silence, segregation and instrumentalism – are often understood in cultural terms, and we describe sociocultural values that might influence such behaviour. We also contend that culture, on its own, cannot wholly explain the complexity of student behaviours on college campuses. In a case study of Midwest University's Business School, we show how institutional policies do much to shape Chinese students' engagement. We conclude that popular perceptions of Chinese student engagement are simplistic. Chinese students are not indifferent engagers; rather, their interaction with campus life needs to be understood as embedded within complex cultural and institutional contexts.
Brendan Bartram and Mayumi Terano
This discussion paper offers a critical examination of the ways in which international students are supported by the variety of systems commonly in place at universities in the U.K. and U.S.A. - two countries that attract large numbers of students from overseas. While acknowledging the difficultly of defining the term 'support', the article describes, compares and critiques the approaches deployed in both nations. Though certain broad, structural similarities are identified, the authors discuss how a shared neoliberal instrumentality guiding student support leads to differently inflected institutional responses in both countries. Consideration is also given to the extent to which differences in 'national' values and beliefs about higher education might be implicated in these diverse approaches and, finally, to what lessons might be learned from these comparisons.
This article explores a specific kind of student–patient interaction in Egypt. It demonstrates how the increasing need for patients in medical schools and the shift to a neoliberal economy have generated a population of 'bioavailable' professional patients who find meaning in their diseases and sell knowledge about them in medical schools. The encounter with these patients causes tensions and has its high financial costs for the students; yet, some perceive it as a solution to the shortcomings of the medical system. Furthermore, students view professional patients as a cooperative group who possess extensive medical knowledge and relate to their bodies differently compared to 'ordinary' patients. The encounter highlights the inadequacies pertinent to medical education in this system and shows that the rhetoric of patient-centred training, a common model around the world, can lead to inverted power relations and imbalances in the student–patient encounter.