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This article examines what it means to be an academic in the knowledge economy, using auto-ethnographic writing or storytelling as its starting point. Although academic mobility has been researched for about a decade, deep listening and deep reading in the context of ethnography have not been utilised in analysing what it means to move in this global space. To conduct this exercise, fellows from the European Union-funded Universities in the Knowledge Economy project who were all mobile academics, were invited to participate in ethnographic writing workshops and explore the personal, subjective elements of narrating their experiences of being mobile and being migrants. I aim to not only present the narratives of colleagues who populate the global knowledge economy but also analyse them and ask if certain ideal forms of narrative habitus support academic mobility.

The UK government's 2004 law, aiming to make universities contribute to Britain's success in the global knowledge economy, creates an explicit market in higher education. Students are presumed to occupy the status of consumer in an economic transaction with universities. The law gives students a right to information and an audit function so that their choices as 'intelligent consumers' will 'drive change' in universities. Interviews in two contrasting universities explore students' responses to this discourse and reveal their different aspirations and concepts of education. Yet they share doubts that regimes of audit and notions of accountability to consumers will not make their voices really 'count'.

The restructuring of New Zealand's universities is often considered a paradigmatic case of neo‐liberal reform and governance. While tertiary education is increasingly central to government's ideas about the future global knowledge economy, a new set of discourses has emerged around universities and their role that draws together different, often contradictory, agendas. This heralds not the death of the liberal idea of the university but a shift towards a new, multi‐layered conception in which universities are expected to fulfil a plethora of different functions. This article examines the implications of this emerging ‘schizophrenic university’ paradigm and its effects on academic subjectivities.

Mari Hvattum, Brita Brenna, Beate Elvebakk and Janike Kampevold Larsen, eds., Routes, Roads and Landscapes Kevin James

Joe T. Darden and Richard W. Thomas, Detroit: Race Riots, Racial Conflicts, and Efforts to Bridge the Racial Divide Bruce Pietrykowski

Adria Imada, Aloha America: Hula Circuits through the U.S. Empire Chase Smith

Noel B. Salazar, Envisioning Eden: Mobilizing Imaginaries in Tourism and Beyond Julia Harrison

Leon Fink, Sweatshops at Sea: Merchant Seamen in the World's First Globalized Industry, from 1812 to the Present John T. Grider

Diana Glenn, Eric Bouvet and Sonia Floriani, eds., Imagining Home: Migrants and the Search for a New Belonging Irene Belperio

Thomas Birtchnell, Indovation: Innovation and a Global Knowledge Economy in India Kevin Hannam

Giuseppina Pellegrino, ed., The Politics of Proximity Jonas De Vos and Frank Witlox

John Parkin, ed., Cycling and Sustainability Manuel Stoffers

Luis Vivanco, Reconsidering the Bicycle: An Anthropological Perspective on a New (Old) Thing Matthew Calarco