Drawing on interviews with Canadian and Australian officials, this article examines the frame of student mobility within the broad discourse of internationalisation. Difficulties in definition and admitted shortfalls in achieving progress even on the more easily articulated benchmarks of student mobility, do not seem to staunch the enthusiasm of a variety of officials for the idea of internationalisation. This article will examine some of the contradictions framing these institutional discourses of internationalisation. These include the gaps between institutional claims and their substantiation, between lauding the internationalism inculcated by student mobility programmes and the more mixed motivations or engagements of student clients, and between claims for the entrepreneurial potential of internationalisation as against the uncertainty of its outcomes. I argue that a long-standing Western view of travel as a vehicle for self-cultivation and transformation combined with competitive efforts to keep up with perceived trends in the fields of post-secondary education are producing a momentum that is elusive even as it threatens to bulldoze its way across important institutional practices and procedures.
Rationales, Rhetoric and 'Institutional Isomorphism'
This article explores the everyday experiences of minority ethnic students at a university in the West Midlands. Based on interviews with 23 second-level students taking Sociology modules, it seeks to highlight the key social, personal and pedagogic issues for this group of minority ethnic students and to deepen understandings of cultural identity and exchange on campus. The students' multiple narratives and voices are central to the article, as is the possibility that there are multiple ways of experiencing teaching and learning at a university.
On the Local Meaning of Economic Transactions in Post-Soviet Ukraine
Challenging the main reports of corruption in Ukraine, this article proposes that most of the 'economic transactions' that are reported as bribe taking have a deeper meaning and can be analysed within the framework of gift exchange proposed by Marcel Mauss. This paper thus focuses on the three alleged most 'corrupted' places in Ukraine: a university, a hospital and a police control post, in order to develop a detailed analysis of the meanings behind these transactions. Furthermore, it examines the particular role that social actors take within these arrangements. Finally, I propose the recognition of a grey zone between corruptions as evident in the ethnographic examples analysed in the course of this paper.
Neda Maghbouleh, Clayton Childress and Carlos Alamo-Pastrana
Marx's critique of capitalism remains foundational to the university social science curriculum yet little is known about how instructors teach Marx. In post-industrial, service-oriented economies, students are also increasingly disconnected from the conditions of industrial capitalism that animate Marx's analysis. Inspired by the discussion of how a piece of wood becomes a table in Marx's Capital Vol. 1., 'Our Table Factory, Inc.' simulates a diverse array of roles in the chain of production into and out of a table factory to understand key concepts: means/mode of production, use/exchange value, primitive accumulation wage/surplus labour, proletariat, bourgeoisie, alienation, false consciousness, commodity fetishism and communist revolution. We describe the exercise and present qualitative and quantitative assessment data from introductory sociology undergraduates across three small teaching-intensive universities in the United States. Findings detail the exercise's efficacy in fostering retention of material and in facilitating critical engagement with issues of inequality.
Do we need to reoccupy student engagement policy?
The ‘academic orthodoxy’ (Brookfield 1986) of student engagement is questioned by Zepke, who suggests that it supports ‘a neoliberal ideology’ (2014: 698). In reply, Trowler argues that Zepke fails to explain the mechanisms linking neoliberalism to the concepts and practices of student engagement (2015: 336). In this article, I respond to the Zepke-Trowler debate with an analysis of student engagement policies that illuminates the role of discourse as one mechanism linking neoliberal values with practices of student engagement. Through a corpus-based Critical Discourse Analysis, I demonstrate a persistent and alarming omission of human labour from university policy texts. Instead, the engagements of students and staff are attributed to technology, documents and frameworks. Student engagement is discussed as a commodity to be embedded and marketed back to students in a way that yields an ‘exchange value’ (Marx 1867) for universities.
We have perhaps been remiss in not calling attention earlier to the appearance of a major new institution in the field of Israel Studies, located just a few miles from us in downtown Washington, DC. This is the Israel Institute, founded in 2012 and headed by Itamar Rabinovich, a former President of Tel Aviv University and, before that, Israel’s Ambassador to the US, who is currently a Distinguished Global Professor at New York University. Primarily funded by the Charles and Lynn Schusterman Family Foundation, the Israel Institute “supports scholarship, research, and cultural exchanges to build a multi-faceted field of Israel Studies and expand opportunities to explore the diversity and complexity of contemporary Israel.”
What are the civic responsibilities of universities in a democratic society? Since the emergence of the modern university system in the nineteenth century, financial support and a degree of academic freedom have been bestowed on universities but what should society expect back from these places of specialised and, often, elite learning? These are perennial questions, yet answers have been very different under different political and economic circumstances. Originally, the emphasis was on the production of knowledge in settings that were ‘antifunctionalist as well as antiutilitarian’ (Sahlins 2009: 1000); subsequently the wider knowledgeability of students was incorporated as the way the debt to society would be repaid (Nowotny, Scott and Gibbons 2001: 80). In recent years, the making of citizens or, rather, the making of better citizens has come to the fore as an essential output in exchange for society’s input. As part of their ‘service’ to society at large, universities will, amongst other things, produce people who will take their place as members of society with a strong sense of rights that will be asserted and responsibilities that will be exercised.
Canadian Students' Motivations for Study in Australia
This article examines the ways in which Canadian students on an exchange or study abroad programme in Australia articulated the value of their experience in connection with time and, more particularly, time constraints. Where Canadian universities often promote study abroad programmes in connection with the global knowledge-based economy, students' desires to travel abroad were more often rooted in a desire to take 'time out' while remaining productive towards the completion of future goals. Students' narratives reveal a connection between time management, travel, and the formations of a class identity. Rather than analysing time strictly as a form of capital, however, insights are generated around time as practice, that is, how time becomes an important factor in students' continual negotiations of space, social relationships, and what could be called a 'lifetime itinerary'.
Transatlantic Perspectives on the Colonial Situation
In the past several years, colonial studies have reemerged as an important focus for the social sciences on both sides of the Atlantic. Yet there has been little exchange or communication between scholars in France and the United States. Moreover, the apparent commonality of the subject matter often masks important differences in approach, as well as differences in the political and scholarly agendas that support such research. The editors of this special issue of French Politics, Culture and Society believe that the fiftieth anniversary of the publication of Georges Balandier’s classic article, “La situation coloniale, approche théorique” (Cahiers Internationaux de Sociologie 11 : 44-79), presents a valuable opportunity to promote Franco-American dialogue on the colonial question. This special issue publishes some of the works presented at a conference organized in April 2001 by the Institute of French Studies of New York University and entitled “1951-2001: Transatlantic Perspectives on the Colonial Situation.”
In this second issue of the year, I am pleased to present a group of papers focused on ‘Embodiment and Teaching and Learning in Anthropology’. Inspiration for this volume came from the 25th Anniversary Conference at St Andrews University, Scotland, marking twenty-five years of Social Anthropology at the university. The event was organised by Dr Mark Harris at the start of 2005 and was billed as ‘Ways of Knowing’. Versions of papers given by Greg Downey (Notre Dame) and Cristina Grasseni (Bergamo) are added to, first by Nigel Rapport (Concordia) with Noa Vaisman (Cornell), who were involved in ‘A Cornell–St Andrews Knowledge Exchange’ as part of the activities of the Centre for the Anthropological Study of Knowledge and Ethics (CASKE) at St Andrews; and second, by two articles derived from research at The Queen’s University Belfast (Jonathan Skinner and Kirk Simpson, and Jonathan McIntosh). We are grateful to research and seminar participants and informants at all of these institutions for their input and comments.