We review the ontological and pedagogical origins of International Development graduate education in the context of increasing pressures to 'professionalise' graduate curricula. We apply Giroux's concept of 'vocationalisation' to argue that professionalisation risks undermining the field's intellectual foundations in an elusive quest to equip students with functional rather than intellectual skills. Acknowledging ever-growing competition among graduates for gainful employment in this sector, we argue that instructors of International Development should recommit to the field's reflective tradition by creating spaces for transformative education and develop a repoliticised ethos that critically engages global capitalism.
Tobias Denskus and Daniel E. Esser
Kerry D. Feldman and Lisa Henry
When engaged in doctoral research (1972) on urban squatter settlements in the Philippines, Feldman’s approach was guided by the pedagogy of Paulo Freire (2005[orig.1970]), which gratefully steered his behaviour away from the typical ‘Ugly American’ abroad in the world at the time (during the Vietnam War). Feldman became aware of the notions of ‘teacher-student’ and of ‘student-teacher’ primarily through his discussions with two Filipino doctors, Jess and Trini de la Paz (a husband and wife team), who organised a health education and training programme for volunteer participants from 12 squatter settlements in Davao City on the southern island of Mindanao. They invited him to serve as a social science consultant for their project. They explained that their approach to health education and training was grounded in, and would always adhere to, Freire’s insistence that oppressed people should be viewed as teachers for anyone engaging in their instruction or assistance, requiring that their teachers also become their students in understanding or assisting their lives.
This paper examines the decisions and motivations of graduate students in cultural anthropology when defining the field sites and topics of their final projects. The decisions among students at the Universidad de los Andes in Colombia are contrasted with those at the University of Pittsburgh in the United States. A review of recent final projects in both universities was conducted, along with a survey and some follow-up questions with students in both institutions. A main difference found is that students at los Andes are more willing to do applied fieldwork at 'home', while students at Pittsburgh are far more reluctant to do so and prefer to go to distant fields. This distinction is partly explained by the histories of the anthropologies practised in each locale, and of what have been considered 'proper' field sites in cultural anthropology. In particular, a vision of anthropology as an applied enterprise emerged at different historical moments in these two geo-political locations, and those visions are associated with quite different, opposed values today.
In the tradition of anthropological reflexivity, this article examines how the structure of early doctoral training contributes to the construction of particular kinds of anthropologists. Based on research conducted in an anthropology department in the U.S.A. during the late 1990s, the experience of the transition from undergraduate to doctoral studies is explored as simultaneously a process of culture learning and culture making, with power relations expressed, imposed, and contested through language. The implications for questions animating current anthropological debates, including calls for 'public anthropology', are considered.
George A. Martinez, Maresi Nerad, and Elizabeth Rudd
This workshop report summarises the potentially far-reaching deliberations and results of a conference of experts in doctoral education from around the world. The conference was organised jointly by the U.S. Center for Innovation and Research in Graduate Education (CIRGE) at the University of Washington, Seattle and the German International Centre for Higher Education Research (INCHER) at the University of Kassel. Participants discussed critical issues in the globalisation of doctoral education, including global inequalities, diversity in types of students and modes of study, and intellectual risk-taking, and they sought to develop proposals for policy. The focus of the conference was on the research doctorate. This essay reports on the activities, discussions, and conclusions of the workshop. One of the task forces illustrated issues in the intellectual risk-taking faced by graduates by performing a highly realistic vignette written by a South African professor. We begin our workshop report with this vignette as a way to begin to frame the key issues.
A decade of shifting roles for the PhD student
graduate education that aim to equip them with a very particular set of skills, enabling them to perform as the ‘knowledge workers’ of the future. It is therefore imperative that doctoral students do not remain passive objects of these policies and are
Susan Wright and Penny Welch
Edgar , I. (eds) ( 2004 ) Current Policies and Practices in European Social Anthropology Education , Oxford : Berghahn . Feldman , K. and Henry , L. (eds) ( 2009 ) Transforming Graduate Education in Applied Anthropology in the U.S. , LATISS
Ethics, Ethnography and Social Theory
that the country where I had grown up might have changed while I had been away; maybe it took me aback because I had always felt that my friend and I were very alike. We had attended the same high school in the 1990s and had moved on to pursue graduate
An Analysis of the Evaluation of Different Classes
Cui Yan and Huang Yongliang
.5 6 Vocational high school 0.7 Residence type 0 Agricultural 69.0 7 Junior college 6.9 1 Nonagricultural 21.3 8 Undergraduate education 7.6 2 Other 9.7 9 Graduate education 0.7 Marital status 1 Unmarried 11.8 2 Married 80.5 3 Other 7.7 Urban
young men who had arrived as children or adolescents, and the seminaries offered them access to an affordable graduate education. They provided a space where their history and background as Jews was known and respected, where they could blend with