precious resources during the pandemic, I propose that class distinctions have effectively reconfigured the ways in which the lockdown conditioned local citizens’ daily experiences, producing what I would call ‘graduated intimacies’. Documenting local
A Reflexive and Comparative Approach to the COVID-19 Pandemic in Urban China
A review of (continuing) problems and pitfalls
Peta S. Cook
Graduate attributes refer to an amalgamation of cognitive, personal, interpersonal and social skills, abilities and qualities that students are expected to develop and apply during and after their degree programme. They have been widely adopted across higher education in Australia and internationally. In this article, I review some of the continuing problems of graduate attributes in the Australian higher education sector some twenty years after their introduction, including the concepts of employability and work readiness, the processes of mapping and resourcing and whether graduate attributes are generic. This examination foregrounds the ongoing pitfalls of graduate attributes in relation to their purpose, contextualisation and implementation. While there remains potential positive student and institutional outcomes from graduate attributes, the continuing problems of resourcing and the diversity of roles and purposes that universities serve for students and communities, are being overlooked.
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.
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.
Class mobility and the reproduction of academics in Burkina Faso
) . Hence, the first generations of graduates, often trained in France or Great Britain, returned to their motherlands and inspired not only the creation of local universities but also postcolonial politics. They became the intellectual and political elites
The Case of Evgeniia Serebrennikova, Pioneering Woman Physician in Late Nineteenth-Century Russia
Evgeniia Pavlovna Serebrennikova (1854–1897) graduated from the Higher Women’s Medical Courses in 1878. By the age of twenty-four Serebrennikova had studied Latin and French, moved away from her family in Ekaterinburg, met and married another doctor
Developing community-facing learning in the social sciences
exclusive and ignore more marginalised communities. By providing placement opportunities that engage co-productively with ‘local’ knowledge, there is the potential to produce graduates more sensitive and deferential to the needs of communities themselves
Emily Stokes-Rees, Blaire M. Moskowitz, Moira Sun, and Jordan Wilson
by a group of Tokyo University graduates, teamLab has grown into an interdisciplinary group of close to five hundred “ultratechnologists,” consisting of artists, scientists, engineers, mathematicians, computer graphics animators, and graphic designers
Joost Beuving and Geert de Vries
the importance of teaching it as a craft. By way of conclusion, we stress the relevance of ‘qualitative literacy’ ( Small 2018 ) for various professional trajectories of our graduates, both inside and outside academia. The rise and fall of teaching
(20 January 1940–16 January 2020)
Hebrew Teachers College in Boston. Here was founded his deep and wide Jewish knowledge, as all lessons were taught in Hebrew. He graduated from Brookline High School in 1957 and from Boston University in 1960. Eric pursued doctoral studies at Brandeis