In 2010, a proposal for a new history syllabus was criticized in the Swedish media for emphasizing contemporary history at the expense of ancient history. This study shows how contemporary history has increasingly been the focus of the guidelines developed by UNESCO and the Council of Europe, the national curricula, and students' work since the 1950s, while graduating students had generally rather chosen to focus on the early modern era up until the 1930s. Although history and civics were given status as separate school subjects in 1961, students' work in history continued to focus on contemporary subject matter. This study shows that the dominance of contemporary history in students' history is by no means a new phenomenon.
Debate, Curricula, and Swedish Students' History
This article explores the everyday experiences of minority ethnic students at a university in the West Midlands. Based on interviews with 23 second-level students taking Sociology modules, it seeks to highlight the key social, personal and pedagogic issues for this group of minority ethnic students and to deepen understandings of cultural identity and exchange on campus. The students' multiple narratives and voices are central to the article, as is the possibility that there are multiple ways of experiencing teaching and learning at a university.
The Value of Being a Canadian Student Athlete in the U.S.A.
Each year, young, elite Canadian athletes travel south to attend American colleges and universities, funded in part by athletic scholarships. These 'student athletes' leave their home country to pursue opportunities they believe are only available in the U.S. The demands made on their time, finances, and personal wellbeing can be staggering. Yet for those who become student athletes, the value of the experience tends to be unquestionably identified as being 'worth it'. In this paper, I explore how this exhortation, repeated so readily by the individuals I interviewed during fieldwork in the U.S., reflects a complicated set of beliefs. This deceptively simple statement provides an entry point for understanding what Canadian student athletes find valuable about their experience and how they believe it affords them a degree of personal distinction that would have been impossible had they stayed in Canada.
The Arab Student Union and the Communitas of the Palestinian Israeli Educated
In spite of state efforts to limit public nationalist ritual of the Palestinian Israeli community, one ritual system, as this article details, is kept intact by the Arab Student Union (ASU). Based on an ethnographic study of the Hebrew University ASU, I show how this ritual system is instructive in a specific, educated Palestinian Israeli identity. Instruction revolves around the root paradigms of a specifically Israeli Palestinian-ness and of the national responsibility of the educated. The instructive ritual system arouses communitas of the educated Palestinian community through instruction carried out in the context of sacralized space and time and by means of the use of ritual art and events, the recruitment of ritual commentators, and the intermeshing of ethos and world-view. This ritual system can be understood as an indigenous Palestinian Israeli pedagogy for liberation.
Some Observations on Motives, Strategies, and Their Consequences on the Reconfigurations of State and Media
Audrey Laurin-Lamothe and Michel Ratte
The first part of this article reports the main events of the 2012 student protest in Quebec leading to the government’s adoption of Bill 12. It highlights the major ideological conflict generated through the liberal managerial mutation of the academic institutions as a key to understand more clearly the student’s claims. Rapidly, the standard strike was transformed into a massive mobilization that produced many protests and other forms of resistance. The response given by the government to these unprecedented acts of resistance was Bill 12, to be understood as a symbolic coup d’état with voluntarily disruptive media effects whose aim was to make people forget the massive rejection of a pseudo tentative agreement in relation to Higher Education reform. The bill was also supported through the abusive and twisted use by the government of a series of buzzwords, like “bullying” and “access to education”, which were relayed by the media. The authors also discuss the issues surrounding the traditional conceptions regarding the analysis of discourses, mobilizing Orwell’s concept of doublethink and the notion of selfdeception inherited form Sartre.
This article discusses the nature of Chinese students' transnational experiences and its impact on their identities within and beyond national and cultural boundaries. The discussion is located in the theoretical framework of transnationalism and explores in detail the ways in which students adapt, change and develop, both in the host country of their study and also on their return to work in their home countries. Empirical evidence in the article is drawn from the findings of three studies, led by the author, which have investigated the pedagogical, sociocultural and emotional challenges that Chinese students have encountered when studying at British universities, and the perceived impact of their overseas studies on their lives and careers in their home countries. The research findings suggest that there are distinctive patterns of challenges, struggles, adjustments, change and achievement over time – all of which are embedded in the processes of socialisation, enculturation and professionalisation. Such experiences are both transitional and transformational and, most profoundly, they necessitate identity change at and across different layers of boundaries. At the heart of this identity change is a constant, emotional search for a reflexive sense of self as an embodied individual, a member of a professional group and a member of an organisation.
Patricia G. Boyer, Lorna Holtman, Carole H. Murphy, and Beverley Thaver
The downturn of the global economy requires universities worldwide to do more with fewer resources. These conditions have presented an opportunity for two universities, the University of the Western Cape and the University of Missouri-St. Louis, to collaborate on a research course offered to postgraduate students. The purpose of this article is to outline the overall administration, management and structure of an innovative research programme between two countries. The aim is also to share the experiences and challenges of this research partnership, to explain how the parties involved navigated policies, to demonstrate what expertise the two educational institutions gained from the collaboration and to recount the benefits received by students and faculty from working internationally.
Marxist theory in action
Megan Thiele, Yung-Yi Diana Pan, and Devin Molina
broadly but also to understand the current plight of workers in contemporary society. Within the postsecondary classroom many students are preparing themselves for a full-time commitment to the labour market. For this new generation of labourers
The South African university system has experienced intense student-led protests since early 2015. One of the stakes in the conflict is democratic legitimacy. The legitimacy conflicts roiling universities are, to be sure, not mainly about
Cultural polarisation in social science courses
Jose Leonardo Santos
populations. Most new jobs would require post-secondary degrees. Decades old demographic shifts have made such changes inevitable. Minnesota had already, and would continue, to change. One of my usually cheery students, a middle-aged white woman, showed