undergraduates in order to ensure they engage ethically when conducting research in a low- or middle-income country (LMIC) has not followed suit ( Merson 2014 ). 2 Though there are some parallel ethical concerns between medical students and undergraduate
A wide variety of British universities are expanding efforts to attract international students. This article argues that higher education's implicit claim to all-inclusive 'universality' may hereby be challenged by subsequent issues of cultural particularity. Here I set to conceptualise possible differences in the learning culture of Asian international students through a Confucian-Socratic framework. The Socratic method, our archetypal Occidental model, is traditionally seen as an experiential learner-centred pedagogy that values creativity and intellectual independence. But the Confucian approach, the archetypal Oriental exemplar, is normally presented as a didactic teaching-centred pedagogy with greater emphasis on strategic, directed thinking. I conclude that refl ection in these ways may lead to a culturally sensitive form of education and also help identify the epistemological and ontological dimensions that enhance a more flexible approach to teaching and learning.
Duress and the Palimpsest of Violence of Two CAR Student Refugees in the DRC
Maria Catherina Wilson Janssens
Introducing Two Student Refugees: Euloge and Le Firmin I met Euloge in May 2014 in Kinshasa. At that time, I was preparing for my trip to north Congo and hoped to access the refugee camps in that area. I was applying, therefore, for a research
I entered the Leo Baeck College in October 1959 and completed my studies there in June 1965. In those days the college had few students and was initially housed in the old council room of the West London Synagogue atop the main entrance in Upper Berkeley Street. In 1963 the building on the corner of Upper Berkeley Street and Seymour Place was demolished and in its place was erected a new building for the Leo Baeck College which also doubled as a venue for the West London Synagogue Religion School.
In this article I will present a range of experiences of graduate socialisation that have been discussed in past articles in the journal Anthropology Matters. These are the experiences of social anthropology Ph.D. students in the United Kingdom. The overarching theme for the article is 'regulating emotions', and the excerpts presented illustrate how Ph.D. students experience and deal with different emotional states that they encounter during the pre-fieldwork, fieldwork and writing up stages. I argue that the way in which these emotional states are handled may be just as important, in terms of gaining a Ph.D., as the increase in knowledge that is the ostensible marker of a completed Ph.D.
problematising citizenship in the social sciences curriculum
Judith Burnett and Erika Cudworth
This article explores the critical pedagogical issues that emerge when attempting to develop active citizenship among undergraduates as an integral part of the student experience. It presents part of the findings from a C-SAP-funded project (Gifford et al. 2006) that we undertook with a partner higher education institution. This article explores our particular contribution carried out in a post-1992 London higher education institution. Our innovations in the social sciences undergraduate curriculum aimed at creating situations in which students would explore the diversity of citizenship in educational settings, namely, a local school, a further education college, and Summerhill School (founded by A.S. Neill). The research leads us to conclude that citizenship is a problem of praxis influenced and shaped by the local-global contexts of communities with diverse heritages of meaning, stratified social settings, and specific local and historical characteristics. This challenges the notions underpinning the Crick curriculum with its national orientation, and demonstrates the need to sensitise citizenship learning experiences to the needs of students and staff embedded in their social contexts. Such an approach can be understood as a form of situated citizenship characterised by active engagement with an assumption of heterogeneity which is positively sensitive to diversity.
This article describes the role graduate students can play in transforming their education in the emergent field of Conflict Analysis and Resolution, as occurs at the Institute for Conflict Analysis and Resolution (ICAR), at George Mason University, Washington, DC. It also unpacks how anthropology plays a role in the education of these students at the Master's and Doctoral levels. The primary contribution of anthropology to the conflict resolution curriculum has been conceptual, around the notion of culture. Most of our MS graduates, and many PhDs, work in government or NGOs specialising in development, human rights or conflict resolution, coming from diverse backgrounds with mature life experiences and without prior training in anthropology. Only four of our 21 faculty are anthropologists. This article discusses why these diverse graduate students and their anthropological faculty viewed the traditional foundations of the field of conflict analysis and resolution as inadequate, and why it required an infusion of culture theory and understanding into their training and education.
The Case of Yakutsk
Vera Kuklina, Sargylana Ignatieva, and Uliana Vinokurova
This article explores the role of higher education institutions in the development of indigenous cultures in the Arctic city of Yakutsk. Although indigenous cultures have historically been related to traditional subsistence activities and a rural lifestyle, the growing urbanization of indigenous people brings new challenges and opportunities. The article draws on statistical data, as well as qualitative data from the Institute of Languages and Cultures of the Peoples of the Northeast (ILCPN) at the North-Eastern Federal University (NEFU) and the Arctic State Institute of Culture and Arts (AGIKI): annual reports, focus groups, interviews, and participant observations. The article argues that students and graduates contribute to the creation of a new image of the city as one in which indigenous cultures can find their own niche.
Anders Sybrandt Hansen and Stig Thøgersen
Recent years have seen a tremendous increase in transnational education mobility. The two trends of international integration and marketisation of higher education have made for a situation in which increasing numbers of aspiring young people worldwide seize the opportunity to study abroad as part of their higher education. No other nation sends more students abroad than China. In 2014, 459,800 students left the country to study abroad (Ministry of Education 2015); and 22 per cent of all international students enrolled in tertiary education in OECD countries in 2012 came from China (OECD 2014: 350). To explore the many dimensions of this huge wave of educational migration we hosted a conference at Aarhus University with the title Chinese Students Abroad: Reflections, Strategies and Impacts of a Global Generation in March 2014. The initial versions of the first three articles in this issue by Heidi Ross and Yajing Chen, Kirsten Jæger and Malene Gram, and Qing Gu were presented at this conference.2 The fourth article, by Naomi Yamada, examines the education of ethnic minorities inside China and thereby throws light on another, but related, effect of the marketisation of Chinese education.
Nancy Abelmann (2009) The Intimate University: Korean American Students and the Problems of Segregation
Review by Eli Thorkelson