Module 2 Educational Anthropology 2 (15 ECTS)

Copenhagen / Fall 2014
Class no.
Module 2
Educational Anthropology 2 (15 ECTS)
MA in Anthropology of Education and Globalisation
Coordinator and contact person:
Gritt B. Nielsen: gbn@dpu.dk
Tutors:
Gritt B. Nielsen, Hanne Kirstine Adriansen, Susan Wright and Iram Khawaja
Course description
Educational Anthropology 2 brings the key educational concepts from Educational
Anthropology 1 into the context of contemporary globalisation processes. It explores different
anthropological approaches to globalisation and focuses on central topics and issues in the
contemporary world like e.g.: modernization, mobility and (mass) education (e.g. issues of
citizenship, social and physical mobility, integration/migration, development in the third
world); diversity and categories of social distinction related to educational issues; organisation,
governance and transformation of the self (organisational change and self management as
pedagogical tool). The exploration of these various contemporary issues provides the student
with a basis for defining an area of specialisation that s/he wants to pursue through the
following semester‟s specialisation modules and the subsequent fieldwork.
Aims
On completion of this module, and based on an academic (i.e. a critical, systematic and
theoretical) foundation, students can demonstrate:
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Knowledge of anthropological theoretical and methodological approaches to the study
of globalisation.
knowledge of contemporary key issues and concepts within the interdisciplinary field of
anthropology and education.
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knowledge of different theoretical and methodological approaches to the study of
contemporary political/practical issues of formal and non-formal learning in a crosscultural perspective.
skills and abilities to understand and critically evaluate applied anthropological studies
in contemporary educational practice and analyse the relation between large scale
(global/political) processes and particular (local) practices.
skills and abilities to concisely communicate and present research-based knowledge and
discuss professional and scientific issues with peers from various cultural, linguistic and
national backgrounds.
competences to relate anthropological knowledge and methodology to current political
and public debates in the field of education and identify relevant issues for further
exploration and problem solving.
Teaching methods:
A combination of lectures, group work, student presentations.
Language of instruction:
English
Examination regulations
An external examination consisting of a written essay of 12-15 pages (28,800 – 36.000
characters), based on a topic of the student‟s choice, and an oral presentation. Graded
according to the Danish 7-point grading scale.
The oral presentation/defence is given individually. Based on the topic of the essay the
candidate makes a presentation of maximum 10 minutes. The presentation is followed
by a discussion of maximum 20 minutes between examinee, internal examiner and
external examiner. The total duration of the examination time including assessment is
45 minutes.
If written in a group of two students the essay must be between 15-18 pages (36.00043.200 characters). If written in a group of three students the essay must be between 1821 pages (43,200- 50.400 characters).
No more than 8 pages of the essay must be of joint authorship and the rest of the essay
is to be divided equally between the group members. It must be made clear which
group members are responsible for which sections. The sections which are to be
assessed individually should appear as relatively self-contained units but the essay as a
whole must appear coherent.
The oral presentation/defence must be given individually. Based on the topic of the
essay the candidate makes a presentation of maximum 10 minutes. The presentation is
followed by a discussion of maximum 20 minutes between examinee, internal examiner
and external examiner. The total duration of the examination time including assessment
is 45 minutes.
In case of re-examination the same regulations apply as for the regular examination.
The deadline for handing in the essay is 6 January, 2015.
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WEEK 1
Session 1
Title: Globalisation – political buzzword and analytical concept
Tutor(s): Gritt B. Nielsen
Time and location: Monday 27 Oct., 10.00-12.00, room
Aims:
To critically reflect upon the concept of ‟globalisation‟ and discuss different anthropological
approaches to studying and understanding globalisation.
Themes/content:
Since the 1990s ‟globalisation‟ has become a popular buzz word, among politicians and
researchers alike. On the one hand, notions of globalization and a global competition on
knowledge underpin a great deal of the reforms instigated in societies worldwide – not least
within the education system. On the other hand, researchers have used the notion of
„globalisation‟ as an analytical concept to understand and discuss issues of increased mobility of
humans, commodities, ideas etc across national, cultural and linguistic borders. A key concern
has been to explore if such mobility lead to a certain kind of global cultural homogeneity. In
this session we focus on different and contrasting approaches to globalisation and relate this to
issues like e.g. modernisation, center-periphery, global system theory, global-local, glocalisation
etc.
Literature:
Tsing, A. (2000). The Global Situation. Cultural Anthropology 15(3), 327-360.
Lewellen, T. C. (2002). Slouching Toward Globalization and The Anthropology of Globalization.
The Anthropology of Globalisation. Cultural Anthropology Enters the 21st Century. Connecticut and
London, Bergin and Garvey: 7-39, 48-60.
Immanuel Wallerstein 2004 Ch. 1 “Historical Origins of World-Systems Analysis” and Ch. 2
“The Modern World-System as Capitalist World-Economy” in World-Systems Analysis: An
Introduction. Durham: Duke University Press, pp. 23-59
Preparation :
Before reading the texts make a brief brainstorm of the word „globalisation‟ (write it down):
what does globalization connote and mean to you? How/where have you come across the
concept? Is it used in a particular way in your home country? Bring the piece of paper to class.
Read the texts, write down three main points of each text and prepare one question you would
like to have discussed in class.
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Session 2
Title: From World-Systems to Glocalisation and Global Assemblages
Tutor(s): Gritt B. Nielsen
Time and location: Wednesday 29 Oct, 10.00-12.15, room
Aims:
To critically reflect upon the concept of ‟globalisation‟ and discuss different anthropological
approaches to studying and understanding globalisation.
Themes/content:
In this session we continue the discussions from the previous session and explore different
(older and newer) ways of approaching the core questions related to processes of globalization.
In particular we focus on 1) Appadurai‟s influential and by now classic notion of „scapes‟ as a
way of grasping and analyzing global flows (building on Appadurai some researchers have
developed the notion of edu-scapes); 2) the notion of „glocalisation, and 3) more recent
approaches to global processes exemplified by Aihwa Ong and her focus on „assemblage‟ which
emphasizes the situatedness and contingent and emergent aspects of global connection.
Literature
Appadurai, A. (1996). Disjuncture and Difference in the Global Cultural Economy. In Modernity
at Large. Cultural Dimensions of Globalization. (pp.27-47). Minneapolis, London: University of
Minnesota Press.
Jungck, S. and B. Kajornsin (2003). 'Thai Wisdom' and Glocalization. In K. Anderson-Levitt
(ed.), Local Meanings, Global Schooling. Anthropology and World Culture Theory. New York and
Hampshire, Palgrave Macmillan. Pp. 27-50.
Ong, A. (2005). Ecologies of Expertise: Assembling Flows, Managing Citizenship. In A. Ong & S.
J. Collier (Eds.), Global Assemblages. Technology, Politics, and Ethics as Anthropological Problems (pp.
337-354). Malden, Oxford and Carlton: Blackwell Publishing.
Preparation
Read the texts, write down three main points of each text and prepare one question you would
like to have discussed in class.
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Session 3
Title: tutorial: Globalisation and Methodology
Tutor(s): Gritt B. Nielsen
Time and location: Friday 31 Oct. 9.15-12.00, room
Aims:
To explore how processes of globalization as an analytical interest in anthropology has
influenced and generated debate over anthropological methods and field work.
Themes/content:
The theme of this tutorial session is methods and methodologies related to issues of
globalization. In groups, students will be engaged in presenting, discussing and opposing the
arguments and fieldwork methodologies/methods in selected texts.
Literature
Marcus, G. (1986). Ethnography in/of the world system: the emergence of multi-sited
ethnography. Annual Review of Anthropology, 24, 95-117.
Candea, M. (2007). Arbitrary locations: in defence of the bounded field-site. Journal of the Royal
Anthropological Institute 13: 167-184.
Preparation
Read the literature with specific focus on the methodologies presented. Consider how the
approaches described in the text are (or are not) useful for studies you might have in mind (e.g.
if you have a preliminary idea for your field work – if you don‟t, then think of contemporary
issues/problems in your home country or elsewhere that you find interesting and worth
exploring further).
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WEEK 2
Session 4
Title: Mass-schooling, nation-building and the ‘educated person’
Tutor(s): Hanne Kirstine Adriansen
Time and location: Monday, 3 Nov. 10.00-12.15, room
Aims:
To discuss the historical links between the expansion of formal education and nation-building
and thus to question the taken-for-granted character of formal education as a universal model
Themes/content:
One strand in the field of educational anthropology explores the relationship between formal
schooling, nation-building and locally constructed ideas of the „educated person.‟ Taking its
point of departure in Bradley Levinson and Dorothy Holland‟s notion of ‟the educated person,‟
and through a cross-cultural perspective, this session will focus on the impact of the massive
spread of formal schooling in the last century, on local institutional forms, ideas and practices of
education.
Literature
Anderson-Levitt, K.M. (2003). A World Culture of Schooling?. In K.M. Anderson-Levitt
(ed.), Local Meanings, Global Schooling. Anthropology and World Culture Theory (pp. 126). New York: Palgrave Macmillan.
Boli, J. & Ramirez F. (1986). World Culture and the Institutional Development of Mass
Education. In J.G. Richardson (ed.), Handbook of Theory and Research for the Sociology of Education
(pp. 65-90). Westport, Connecticut: Greenwood Press.
Rival, Laura (1996) Formal Schooling and the Production of Modern Citizens in the Ecuadorian
Amazon. In: B. A. Levinson, D. E. Foley & D. C. Holland eds.) The cultural production of the
educated person: Critical ethnographies of schooling and local practice. Albany NY: State University of
New York Press.
Preparation
In addition to reading the literature mentioned above re-read Levinson and Holland‟s
introduction to The cultural production of the educated person: Critical ethnographies of schooling and
local practice from module 1
Session 5
Title: Schooling, development and the post-colonial critique
Tutor(s): Hanne Kirstine Adriansen
Time and location: Wednesday, 5 Nov. 10.00-12.15, room A212
Aims:
To critically examine the relationship between education, planned development and power
through post-colonial critique.
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Themes/content:
Processes of planned development in most developing countries tend to be dominated by
technocratic, instrumental thinking that implicitly equates the notion of development with
progress and modernization. Considered both a means to and an end of planned development,
education is instrumental in such processes. Hence, promoted by foreign-funded development
projects and a global rights-based discourse, schooling is given a high priority in national and
international planning and has come to be seen as a universally inherent part of a modern
childhood. Taking its point of departure in post-colonial critique this session will discuss global
relations of dominance and alternative , which inform contemporary ideas of education,
development and rights.
Literature
Gardner, Katy and David Lewis (1996) Anthropology, Development and the Post-modern Challenge.
London: Pluto Press. Chapter 1: “Anthropology, development and the crisis of modernity” p. 125
Breidlid, Anders. 2013. Education, Indigenous Knowledges, and Development in the Global
South: Contesting Knowledges for a Sustainable Future. New York: Routledge. Chapter 2: The
hegemonic role of Western espistemology (pp. 6-29).
Engel-Di Mauro, S., & Carroll, K. K. (2014). An African-centred approach to land
education. Environmental Education Research, (ahead-of-print), 1-12.
Preparation
Read the course literature in the order mentioned above
Session 6
Title: Tutorial
Tutor(s): Hanne Kirstine Adriansen
Time and location: Friday 7 Nov., 9.15-12.00, room
Aims:
To discuss linkages between dominant ideas of the „educated person‟ and the global power
relations, which produce particular ideas of education and schooling.
Themes/content:
This tutorial will bridge discussions from session 4 and 5 through a critical reading of
development / policy documents. These will provide the basis group discussions and student
led presentations.
Literature
Clemensen, Nana: Children in Ambiguous Realms. Copenhagen: Danish School of Education.
Chapter 5: The distant magic of school: Concepts of school in classrooms and local homes.
Preparation
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Approximately one week before the class, the students will be assigned tasks for the tutorial.
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WEEK 3
Session 7
Title: Globalisation, Education and Citizenship: historical and contemporary views
Tutor(s): Gritt B. Nielsen Time and location: Monday, 10 Nov. 10.00-12.15, room A210
Aim: The aim of this session is to familiarize students with conceptualizations of citizenship of
broad relevance to educational anthropology.
Themes/content: We will look at historical and contemporary discussions of citizenship and the
intersection of citizenship with human mobility, and education writ large.
Teaching:
Lecture, group work
Literature:
Somers, Margaret (2008) ‟Theorizing citizenship rights and statelessness,‟ in Genealogies of
Citizenship, Cambridge University Press.
Ong, A. (2005). Ecologies of Expertise: Assembling Flows, Managing Citizenship. In A. Ong & S.
J. Collier (Eds.), Global Assemblages. Technology, Politics, and Ethics as Anthropological Problems (pp.
337-354). Malden, Oxford and Carlton: Blackwell Publishing. RE-READ FROM SESSION 2
Brettell, Caroline, B. and Deborah Reed-Danahay (2012) Chapter 6: „Pathways to Greater
Participation. Civic Engagements: The Citizenship of Indian and Vietnamese Immigrants, Stanford
University Press, pp. 167-193.
Preparation:
Read the texts and prepare a set of questions for discussion of education as it pertains to
citizenship and to transnational and immigrant lives.
Session 8
Title: Education for citizenship
Tutor(s): Gritt B. Nielsen
Time and location: Wednesday, 12 Nov. 10.00-12.15, room
Aim: The session will familiarize the student with contemporary work on education for
citizenship.
Themes/content: Drawing on a variety of texts that focus on schools, we will discuss the present
global trend of (re)vitalizing education for citizenship.
Literature
Lazar, Sian (2010) „Schooling and Critical Citizenship: Pedagogies of Political Agency in El Alto,
Bolivia. Anthropology and Educational Quarterly 41(2): 181-205.
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Bauman, Gerd (2004) „Nation-state, Schools and Civil Enculturation,‟ in Civil Enculturation:
Nation-State, School and Ethnic Difference in The Netherlands, Britain, Germany and France, ed. by
W. Schiffauer, Gerd Baumann, Riva Kastoryano and Steven Vertovec, Oxford: Berghahn, pp. 120.
Motani, Yoko (2007) „The Emergence of Global Citizenship in Education in Japan,‟ in
Reimagining Civic Education: How Diverse Societies Form Democratic Citizens, ed. by E. Doyle
Stevick and B. A. U. Levinson, New York: Rowman and Littlefield, pp.271-292.
Preparation: Read the texts and prepare critical questions for a discussion of „citizen education‟
or „civics‟ as a school subject.
Session 9
Title: Tutorial session: (global) citizenship and education
Tutor(s): Gritt B. Nielsen
Time and location: Friday 14 Nov, 9.15-12.00, room A210
Aim: To follow up on the discussion of education and globalization with a focus on citizenship.
Themes/content: We will explore various links between citizenship and education: education for
knowledgeable and active citizenship as well as the ways in which citizenship and educational
status facilitates or hinders educational processes.
Teaching: Student presentations drawing on topics and texts of their own choosing.
Literature:
Stromquist, N. P. (2009) Theorizing Global Citizenship: Discourses, Challenges, and
Implications for Education. Interamerican Journal of Education for Democracy 2(1):.6-29
In addition, we will compile a common list of readings – articles, ethnographies, and policy
pieces.
Preparation:
Read Stromquist and search online for articles, ethnographies, reports and/or policies that
address issues of citizenship with regard to education, globalisation, mobility and „the world‟.
Review these in terms of the kind of „citizenship‟ promoted, and prepare brief annotations of
these texts for class presentation.
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WEEK 4
Session 10
Title: Processes of minoritization and integration
Tutor(s): Iram Khawaja
Time and location: Monday 17 Nov, 10.00-12.15, room A210
Aims:
To give an overview of and insight into the field of integration in regard to processes of
minoritization and othering.
Themes/content:
The session will focus on defining and analyzing key concepts such as integration,
minoritization and Otherness as processes that are historically embedded and embodied by
subjects living in diverse societies. Integration as a concept will be presented, and discussed in
regard to the discursive figure of the Muslim, or ethnic/racialized Other in educational settings
as for example the school. The concepts of minoritization and majoritization will also be
presented as an alternative to static models of minority-majority relations.
Literature
Abbas, T. (2007) “Muslim Minorities in Britain: Integration, Multiculturalism and Radicalism in
the Post-7/7 Period in Journal of Intercultural Studies, 28, 3.
Mannitz, S. & Schiffauer, W. (2004) “Taxonomies of Cultural Difference: Constructions of
Otherness” in Civil Enculturation – Nation-State, School and Ethnic Difference in The Netherlands,
Britain, Germany and France. Edited by Schiffauer, W. & Bauman, G. & Kastoryano & Steven
Vertovec. Berghahn Books.
Olwig, K.F. & Paerregaard, K. (2011) “”Strangers” in the Nation” in The Question of Integration:
Immigration, Exclusion and the Danish Welfare State edited by Olwig, K & Paerregaard, New
Castle: Cambridge Scholars Publishing.
Preparation
Read the literature. Start of by reading the text by Olwig & Paerregaard which gives an
overview of the field of integration. Then proceed to the text by Abbas which discusses
integration and multiculturalism in a specific and historic context. The text by Mannitz &
Schiffauer is useful in regard to an understanding of the construction of Otherness in a
pedagogical context such as the school.
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Session 11
Title: Diasporic minorities, belonging and home
Tutor(s): Iram Khawaja
Time and location: Wednesday 19 Nov, 10.00-12.15, room D165
Aims:
The aim of this session is to explore the concept of belonging in regard to the heightened
tendencies of diasporic and transnational constructions of home amongst minoritized subjects.
Themes/content:
The main focus will be centered on the question of, how belonging and home is constructed
amongst minoritized subjects and in which ways it is connected to the formation of
communities and new identities. Relevant theoretical perspectives and concepts such as
diaspora, homing desire and belonging from the postcolonial and social anthropological field
will be presented alongside empirical examples from current research. The latter will serve as
means to analyze how belonging and home is constructed in multiple ways transcending
national, geographical and local boundaries.
Literature
Brah, A. (1996) Cartographies of diaspora - contesting identities. London, Routledge. Chapter:
Hall, S. (2003) ”Cultural Identity and Diaspora” In. Braziel, J.E. & Mannur, A. (eds.) Theorizing
Diaspora. Oxford, Blackwell Publishers.
Preparation
Read the above mentioned literature. Brah‟s text gives an overview of the theoretical landscape
of the concept of diaspora and its implications for how to think about home and belonging.
Hall‟s text gives an insight into what happens to identity when we see it through the conceptual
lens of diaspora.
Session 12
Title: Tutorial session
Tutor(s): Iram Khawaja
Time and location: Friday 21 Nov, 9.15-12.00, room
Aims:
To analyze and make use of the presented theoretical perspectives on minoritization and
belonging in regard to specific empirical cases and examples from different social and
educational settings .
Themes/content:
The tutorial session will be focused on how to use the broader theoretical perspectives and
concepts presented in the previous two sessions in regard to concrete analyses and discussion
of empirical work done in various social and educational contexts. Critical readings and
analysis of specific excerpts from the literature will be undertaken through group activities and
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discussions. Processes of minoritization will be seen in relation to construction of belonging and
the question of the majoritized voice will be included in regard to how to obtain a nuanced
perspective on minorities, Otherness and integration.
Literature
Lewis, A. (2004) Race in the Schoolyard – Negotiating the Color Line in Classrooms and Communities.
New Brunswick, Rutgers University Press. Chapter 5.
Mannitz, S. (2004) “Pupil‟s Negotiations of Cultural Difference: Identity Management and
Discursive Assimilation” in Civil Enculturation – Nation-State, School and Ethnic Difference in The
Netherlands, Britain, Germany and France edited by Schiffauer, W. & Bauman, G. & Kastoryano &
Steven Vertovec. Berghahn Books.
Preparation
Read the above literature with specific focus on the empirical examples presented. You will be
divided in three reading groups, and each group will be assigned one of the abovementioned
texts to read and reflect on for the tutorial session. Each student has to note down three main
points in the text they have been assigned to read.
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WEEK 5
Session 13
Title: Social Transformation, Organizations and new subjectivities
Tutor(s): Sue Wright
Time and location: Monday 24 Nov, 10.00-12.15, room
Aims:
This session introduces you to 1) relevant aspects of Foucault‟s approach to social
transformation, 2) how Foucault‟s thinking has been used to explore the shift from
„government‟ to „governance‟ and analyse how contemporary „political technologies‟, such as
audit, operate.
Themes/content:
The work of Michel Foucault, a French social theorist (1926-1984), has been another major
source of inspiration for anthropologists who have tried to analyse processes of social
transformation, from the 1980s neo-liberalism to globalization in the present. He used historical
sources to trace the transformation of French institutions – the prison, hospitals and public
health – through shifts in the ways of conceptualising and categorizing a population in terms of
criminality, sexuality, health and madness. In doing so, he highlighted major changes in the
subject positions available to people, and how they were classified and ranked in terms of their
fulfillment of norms. In short, he identified the workings of contemporary forms of governance
and power.
If Foucault described the shift from „ruling through sovereign power‟ to „government through
disciplinary power‟, towards the end of his life he witnessed a further shift to what Rose has
called „governance through freedom‟. Whereas government referred to identified rulers passing
legislation, setting up rules and running a bureaucracy to manage a population, governance
refers to a way of controlling society through placing responsibility on individual institutions
and people to „freely‟ use their own capacities to act in ways that fulfill the government‟s ideas
of moral order.
Literature
Foucault, Michel 1975 Discipline and Punish: the Birth of the Prison, New York: Random House.
(Chapter 3 Panopticism)
Foucault, Michel 1982 „The Subject and Power‟ in H. L. Dreyfus & P. Rabinow (eds) Michel
Foucault: Beyond Structuralism and hermeneutics. With an Afterword by Michel Foucault (pp. 208226). New York, London, Toronto, Sydney, Tokyo: Harvester Wheatsheaf.
Rose, Nikolas 1999 The Powers of Freedom. Cambridge: Cambridge University Press (Chapters 1
and 2).
Miller, P. and T. O'Leary (1987). "Accounting and the Construction of the Governable Person."
Accounting, Organizations and Society 12(3): 235-265.
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Preparation
1. Look for how Foucault analyses changes in ways of conceptualizing and classifying a
population. How do such changes provide „fingerprints‟ of wider processes of social and
political change?
2. How comprehensive is Foucault‟s analysis of social transformation? Look, for example,
for connections between changes in a system of classification, the emergence of new
professions and their knowledge, shifts in the purpose of institutions, their architecture
and daily routines.
3. Is the distinction between „subjection‟ and „subjectification‟ useful? Do people have as
much „room for manoeuvre‟ in Foucault‟s approach to analyzing social transformation
as they do in the cultural studies‟ approaches discussed in the last session?
4. How does Foucault use the concept of „power‟ in these texts?
&
1. From the reading, distill a definition (or a debate about the definition) of each of the
following concepts (one paragraph on each):
a. Governance (as opposed to government)
b. Political technology
c. Freedom (different meanings and their association with different ways of
ordering society)
Session 14
Title: The Anthropology of Policy
Tutor(s): Sue Wright
Time and location: Wednesday 26 Nov, 10.00-12.15, room
Aims:
One aim is to explore anthropological approaches to policy both as an object of study and as an
analytical tool for studying large-scale processes of economic and political transformation. A
second aim is to see how anthropologists combine studies of discourses and text production
with other ethnographic methods when studying policy.
Themes/content:
Policy became an important instrument of government from the 1980s onwards, in the linked
economic and political transitions from industrialism to new forms of capitalism associated
with knowledge organisations and the development of new forms of governance and power.
Policy has become an object of study for anthropologists, not least because it aims to work across
different scales. Policies often convey a new way of imagining the space to be governed and the
role and form of government; they re-purpose and re-organise institutions (like universities,
schools or hospitals); and they present individuals with new subject positions (citizen, client,
consumer, customer) and expectations about how they will order their own conduct and
contribute to governance. But policy has also become an analytical tool for anthropologists and
the session gives examples of an ethnography of how a particular policy spans several scales. It
also sheds light on the issue of how policies move across space and borders and asks if
education policy across the world is characterized by a growing convergence.
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Literature
Shore, C. and Wright, S. 1997 „Policy: a new field of anthropology‟ in C. Shore and S. Wright
(eds) Anthropology of Policy: Critical Perspectives on Governance and Power London: Routledge, pp.
3-39.
Wright, S. and Ørberg, J. W. (2011). The double shuffle of university reform – the
OECD/Denmark policy interface‟ in Atle Nyhagen and Tor Halvorsen (eds) Academic identities –
academic challenges? American and European experience of the transformation of higher education and
research. Newcastle upon Tyne: Cambridge Scholar Press: 269-293.
Gaventa, J. (2004) From Policy to Power: Revisiting Actors, Knowledge and Spaces. In Brock,
K., McGee, R., and Gaventa, J. (eds) Unpacking policy: Knowledge, actors and spaces in poverty
reduction in Uganda and Nigeria. Kampala: Fountain. Chapter 14.
Rizvi, F. (2006). Imagination and the globalisation of educational policy research. Globalisation,
Societies and Education, 4(2), 193-205.
Preparation
1. How do Shore and Wright conceptualise policy? What are the similarities and
differences with other authors in the reading for this session? (E.g. what do Brock et al.
mean by a „moment‟?)
2. How do policies reshape organisations?
3. How do these approaches to policy help, or complicate, analyses of how policy travels
across countries, institutions and contexts?
Session 15
Title: tutorial session
Tutor(s): Sue Wright
Time and location: Friday 28 Nov, 9.15-12.00, A212
Aims:
To review the sessions on policy and governance, connect them to the discussions of social
transformation in module 1, and see how these approaches can be operationalized in fieldwork.
Themes/content:
We will use part of the session to review the literature on policy and governance and discuss
any outstanding issues. Then we will see how these ideas and approaches could be used in your
future fieldwork.
Literature
Review the literature for the previous two sessions and the sessions on cultural studies and
Foucault in module 1. Conduct a literature search as described below.
Preparation
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Thinking of a possible site for your future fieldwork (or if undecided, then a site you know
well), do a preliminary internet and literature search to see if you can find out whether there
has been a shift from government to governance in recent years and what steering technologies
are used. How might such shifts in governance have a bearing on the issues/institutions you
wish to research? Using insights from these sessions, what questions do you need to ask to find
out how a system of government/governance works and how people engage with it?
WEEK 6
Session 16
Title: A transnational approach to (educational) migration
Tutor(s): Hanne Kirstine Adriansen
Time and location: Monday, 1 Dec. 10.00-12.15, room
Aims:
To discuss the role of education in migration practices through a transnational perspective on
social and geographical mobility
Themes/content:
Anthropological discussions of the relationship between processes of migration and educational
practices have mainly been addressed through studies on the incorporation of migrants into
host societies, and on the role of educational institutions in processes of in- and exclusion. This
is often seen often from the perspective of children and young people. Furthermore, these
studies tend to focus on migrants as immigrants and on institutionalized learning taking place
in schools in receiving countries. This session will take its point of departure in a transnational
framework and a broad notion of education in order to shed light on the multiple and changing
meanings ascribed to education as part of processes of geographical mobility.
Literature
Levitt, Peggy and Ninna Glick Schiller (2004) “Conceptualizing Simultaneity: A Transnational
Social Field Perspective on Society. The International Migration Review 38(3):1002-1039.
Salazar, Noel B.(2011). The Power of Imagination in Transnational Mobilities. Identities. Global
Studies in Culture and Power 18(6), 576-598.
Valentin, Karen(2012). The Role of Education in Mobile Livelihoods: Social and Geographical
Routes of Young Nepalese Migrants in India. Anthropology and Education Quarterly 43(4), 429442.
Preparation
Read the course literature
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Ed.Anth. 2
Session 17
Title: Internationalization of education and global hierarchization
Tutor(s): Hanne Kirstine Adriansen
Time and location: Wednesday, 3 Dec., 10.00-12.15, room A212
Aims:
To critically reflect on internationalization of education through a perspective on student
migration.
Themes/content:
From an interdisciplinary approach, and supplemented by empirical examples about Nepalese
students in Denmark, this session will focus on student migration and internationalization of
education. Debates on „brain drain‟ / „brain gain‟ and education-work transitions will be linked
to broader discussion of globalization and to internationalization of education as a
fundamentally differentiated and uneven process, which is inextricably linked to both
immigration and labor policies. Analytically, the lecture will expand on ideas of comparativity
that are built into processes of internationalization.
Literature
Fazal Rizvi (2005) Rethinking “Brain Drain” in the Era of Globalisation. Asia Pacific Journal of
Education 25 (2): 175–192
Brooks, Rachel and Johanna Waters (2011) Student Mobilities, Migration and the
Internationalization of Higher Education. Hampshire: Palgrave Macmillan.Chapter 6 Geographies
of Student Mobility (p. 114-135).
Pan, Darcy (2011) Student Visas, Undocumented Labor, and the Boundaries of Legality: Chinese
Migration and English as a Foreign Language Education in the Republic of Ireland. Social
Anthropology 19 (3): 268-287.
Preparation
Read the course literature
Session 18
Title: Tutorial
Tutor(s): Hanne Kirstine Adriansen
Time and location: Friday 5 Dec., 9.15-12.00, room
Aims:
To critically discuss transnationalism as an analytical approach through which to approach
contemporary forms of student migration
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Ed.Anth. 2
Themes/content:
Taking its point of departure in the students‟ own experiences, this tutorial will discuss the
analytical and methodological implications of a transnational approach to student mobility. The
tutorial will be based on group discussions and student presentations.
Literature
To be circulated later
Preparation
Approximately one week before the class the students will be assigned tasks for the tutorial.
WEEK 7
Session 19
Title: Recapitulation and evaluation of course, introduction to essay writing
Tutor(s): Gritt B. Nielsen
Time and location: Monday 8 Dec, 9.15-12.00, room A210
In the period from 9 December to 19 December students receive supervision (individually and
in groups) according to appointments with supervisor.
Submission deadline for the essay: 6 January 2015
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