This article provides a fieldwork-based case study for the application of identity empowerment through heritage as a research perspective for the analysis of East European transnationalism seen in Lithuanian immigration in the U.S.A. Two patterns of reclaiming European heritages, 'diasporic' and 'recognitionist', are discussed. The 'diasporic' pattern among more recent migrants embraces a transatlantic heritage in which culture stands for the nation. It is instrumentalised as a claim to retain essential Lithuanianness, and reinforced by the moral imperative to return to the homeland. The 'recognitionist' pattern is exemplified by descendants of earlier East European immigrants, and is focused on family roots, as well as on ethnic history and culture. Transatlantic roots and ethnic heritages of the Lithuanian 'Texas pioneers' are reinforced by belonging to the local United States as migrants strive to achieve re-inscription of that heritage as one that has long been rooted in the local history of Texas.
The Politics of Identity of East European Immigrants to the U.S.A.
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.
Studying abroad can be a life-altering experience, but not necessarily. I credit the two study-abroad experiences I had as an undergraduate as setting my course as an anthropologist. At this stage in my career, having directed, taught and evaluated five study-abroad programmes in three different countries, I felt ready to create my own based on the pros and cons I had observed. In December 2013, I completed a pilot run of a binational learning community focused on food, culture and social justice in Ecuador and Oregon and would like to share the experience in order to encourage other higher education teachers to invent similar programmes. It is not an easy model to pull off, especially in a large state institution, but it achieved the kind of coherence that I have found lacking in other study-abroad programmes and was a very satisfying teaching/learning experience. I will outline some issues concerning study-abroad programmes and then describe
the programme I was involved in implementing in 2013.
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.
Davydd J. Greenwood
This article summarises/analyses the higher education reforms proposed by the 'Spellings Commission' in the United States on quality assurance and accountability, and draws attention to the links I see between these reform proposals and the Bologna Process. I trace a brief history of the Spellings Commission and analyse it in order to produce questions for discussion about the 'parallel' processes of reform in higher education in the U.S. and Europe.
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.
Catherine N. Butcher
adopted and adapted across the sector. These exemplars I considered to be ‘resources for hope’ ( Kenway, Boden and Fahey, 2014 ). For this research I spent ten days in the U.S.A visiting two liberal arts colleges that are near-unique in U.S. higher
Canada, the U.S.A. and Mexico. I begin by defining free universities in terms of their prefigurative work – that is, their moves towards radical openness and pedagogical praxes of ‘study’ as opposed to ‘education’ ( Bousquet, Harney and Moten 2009 ). I
Drive as an Ambivalent Urban Road Movie
Drive (U.S.A., 2011, FilmDistrict, Directed by Nicolas Winding Refn. Screenplay, Hossein Amini, based on the book by James Sallis. With Ryan Gosling, Carey Mulligan, Bryan Cranston, Albert Brooks).
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.