Module 2:
Educational Anthropology 2
MA in Anthropology of Education and Globalisation
Tutors:
Gritt B. Nielsen, Karen Valentin, Susan Wright, Sally Anderson and Iram Khawaja
Gritt B. Nielsen is coordinator and contact person: gbn@dpu.dk
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.
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.
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Teaching Plan
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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, tutorials, student presentations.
Language of instruction:
English
Examination regulations
A written essay of 15-20 pages (36,000 – 48.000 characters) with oral defence.
If written in a group of two students the essay must be between 20-25 pages (48.000- 60.000
characters). If written in a group of three students the essay must be between 25-30 pages
(60.000-72.000 characters).
No more than 10 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 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. Graded according to the Danish 7-point grading scale.
The exact deadline for handing in the essay will be announced on course start.
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Teaching Plan
WEEK 1
Session 1
Title: Globalisation – political buzzword and analytical concept
Tutor(s): Gritt B. Nielsen
Time and location: Tuesday 29 Oct., 9-12, room A210
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, anthropologists 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.
Friedman, J. (2008). Global Systems, Globalization, and Anthropological Theory. In I. Rossi
(Ed.), Frontiers of Globalization Research. Theoretical and Methodological Approaches. (pp. 109-132).
New York: Springer.
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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Teaching Plan
Session 2
Title: From World-Systems to Globalisation and Global Assemblages
Tutor(s): Gritt B. Nielsen
Time and location: Thursday 31 Oct, 9.15-12.00, room A104
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); and 2) 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.
Collier, S. J., & Ong, A. (2005). Global Assemblages, Anthropological problems. In A. Ong & S. J.
Collier (Eds.), Global Assemblages. Technology, Politics, and Ethics as Anthropological Problems (pp.
3-21). Malden, Oxford and Carlton: Blackwell Publishing
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.
Session 3
Title: tutorial: globalization and methodology
Tutor(s): Gritt B. Nielsen
Time and location: Friday 1 Nov. 9.15-11.00, room A303
Aims:
To explore how processes of globalization as an analytical interest in anthropology has
influenced and generated debate over anthropological methods and field work.
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Teaching Plan
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.
Hage, G. (2005). A not so multi-sited ethnography of a not so imagined community.
Anthropological Theory, 5(463), 463-475.
Ambrosius Madsen, U. (2008) Toward Eduscapes: Youth and Schooling in a Global Era. In K.
Tranberg Hansen (ed), Youth and the City in the Global South. Bloomington and Indianapolis:
Indiana University Press
Preparation
Read the literature with specific focus on the methodologies presented. Prior to the session, you
will be divided into three reading groups, and each group will be assigned one of the
abovementioned texts to read, reflect on and briefly present at the tutorial session. 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.
WEEK 2
Session 4
Title: Mass-schooling, nation-building and the ‘educated person’
Tutor(s): Karen Valentin
Time and location: Tuesday, 5 Nov. 9-12.00, room A210
Aims:
To discuss the historical link between the expansion of formal education and nation-building
and thus 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.
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Teaching Plan
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
Eduaction. 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’. I: B. A. Levinson, D. E. Foley & D. C. Holland (red.) 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 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.
Session 5
Title: Schooling, development and the post-colonial critique
Tutor(s): Karen Valentin
Time and location: Thursday, 7 Nov. 9-12.00, room A210
Aims:
To critically examine the relationship between education, planned development and power
through post-colonial critique.
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 this
session will focus on global relations of dominance, which inform contemporary ideas of
education, development and rights.
Literature
Gardner, Katy and David Lewis (1996) “Anhropology, Development and the Post-modern
Challenge.” London: Pluto Press:
- Chapter 1: “Anthropology, development and the crisis of modernity” p. 1-25
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Teaching Plan
Fazal Rizvi, Bob Lingard and Jennifer Lavia (2006) Postcolonialism and education: negotiating a
contested terrain. Pedagogy, Culture & Society, 14(3): 249–262
Spivak, G. (1988) Can the subaltern speak? C. Nelson & L. Grossberg (Eds) Marxism and the
interpretation of culture (Basingstoke, Macmillan), p. 271–313
Preparation
Read the course literature
Session 6
Title: Tutorial
Tutor(s): Karen Valentin and Nana Clemensen
Time and location: Friday 8 Nov., 9.15-11.00, room A212
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
Approximately one week before the class the students will be divided into groups and assigned
their particular tasks for the tutorial.
WEEK 3
Session 7
Title: A transnational approach to (educational) migration
Tutor(s): Karen Valentin
Time and location: Tuesday, 12 Nov. 9-12.00, room A210
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Teaching Plan
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, often
from the perspective of children and young people, into host societies, and on the role of
educational institutions in processes of in- and exclusion. 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),
429-442.
Preparation
Read the course literature
Session 8
Title: Internationalization of education and global hierarchization
Tutor(s): Karen Valentin
Time and location: Thursday, 14 Nov. 9-12.00, 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
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Teaching Plan
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 9
Title: Tutorial
Tutor(s): Karen Valentin
Time and location: Friday 15 Nov., 9.15-11.00, room A212
Aims:
To critically discuss transnationalism as an analytical approach through which to approach
contemporary forms of student migration
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 divided into groups and assigned
their particular tasks for the tutorial.
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Teaching Plan
WEEK 6
Session 10
Title: Processes of minoritization and integration
Tutor(s): Iram Khawaja
Time and location: Tuesday 19 Nov, 9.15-12.00, 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.
Session 11
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Teaching Plan
Title: Diasporic minorities, belonging and home
Tutor(s): Iram Khawaja
Time and location: Thursday 21 Nov, 9.15-12.00, 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 minoritzed 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 22 Nov, 9.15-11.00, room A303
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
discussions. Processes of minoritization will be seen in relation to construction of belonging and
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Teaching Plan
the question of the majoritized voice will be included in regard to how to obtain a nuanced
perspective on minorities, Otherness and integration.
Literature
Khawaja( in press) “‘Home is gone!’ – The Desire to Belong and the Renegotiation of Home” in
New Scholar- An International Journal for the Humanites, Creative Arts and Social Sciences,
forthcoming.
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.
WEEK 5
Session 13
Title: The Anthropology of Policy
Tutor(s): Sue Wright
Time and location: Tuesday 26 Nov, 9.15-12.00, A210
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
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Teaching Plan
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.
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.
Brock, K., McGee, R., and Gaventa, J. (eds) (2004) Unpacking policy: Knowledge, actors and spaces in
poverty reduction in Uganda and Nigeria. Brighton, UK: Fountain.
Rizvi, F. (2006). Imagination and the globalisation of educational policy research. Globalisation,
Societies and Education, 4(2), 193-205.
Supplementary reading
Shore, C. and Wright, S. (2011). Conceptualising Policy: Technologies of Governance and the
Politics of Visibility’. In Cris Shore, Susan Wright and Davide Peró (eds) Policy Worlds:
Anthropology and the Anatomy of Contemporary Power, EASA Series. Oxford: Berghahn: 1-25
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 14
Title: Governance, organizations and the transformation of the self
Tutor(s): Sue Wright
Time and location: Thursday 28 Nov, 9.15-12.00, room A212
Aims:
To explore the shift from ‘government’ to ‘governance’ and analyse how contemporary
‘political technologies’, such as audit, operate.
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Teaching Plan
Themes/content:
If Foucault described the shift from ‘ruling through sovereign power’ to ‘government through
disciplinary power’ (see session in module 1), 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. In Denmark this is called ‘Aim and Frame Steering’.
Such methods of steering society rely heavily on what Foucault called ‘political technologies’.
That is, devices that appear to be merely administrative or bureaucratic, but which have
embedded in them a political agenda, such that, by fulfilling what look like neutral or innocent
administrative requirements, people find that their professional activities and even their sense
of self is being moulded in ways of which, had they had time to reflect, they might not have
approved. Such technologies include contracts (e.g. for service delivery), performance
indicators and audit. We will focus on the latter, especially in the context of higher education.
We’ll explore the ways the steering and governance of universities relies on measurement and
ranking of research, how this affects the notion of what is a university, how it is managed, how
academics are pressed to become ‘auditable selves’, and, finally, how vast new industries have
sprung up around audit.
Literature
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.
Shore, C. and Wright, S. 2000 ‘Coercive accountability: the rise of audit culture in higher
education’ in M. Strathern (ed.) Audit Cultures. Anthropological Studies in Accountability, Ethics
and the Academy (EASA Series) London: Routledge, pp. 57-89.
Wright, Susan 2012 ‘Ranking universities within a globalised world of competition states: to
what purpose, and with what implications for students?’ in Hanne Leth Andersen & Jens
Christian Jacobsen (eds) Uddannelseskvalitet i det 21. århundrede [Quality in Higher Education in 21st
Century] Frederiksberg: Samfundslitteratur, pp: 79-100.
Supplementary reading
Wright, S. (forthcoming) ‘Humboldt’ Humbug! Contemporary mobilizations of ‘Humboldt’ as a
discourse to support the corporatization and marketization of universities and to disparage
alternatives’ in Peter Josephson, Thomas Karlsohn & Johan Östling (eds.), The Humboldtian
Tradition: Origin and Legacy. (submitted to Brill).
Wright, S. (forthcoming) ‘Knowledge that Counts: Points Systems and the Governance of
Danish Universities’ in Smith, Dorothy and Griffith, Alison (eds) Governace on the Front Line.
Submitted to Toronto: University of Toronto Press.
Preparation
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Teaching Plan
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 15
Title: tutorial session
Tutor(s): Sue Wright
Time and location: Friday 29 Nov, 9.15-11.00, 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
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: Citizenship and education: historical and contemporary views
Tutor(s): Sally Anderson
Time and location: Tuesday 3 Dec, 9.15-12.00, A210
Aim: The aim of this session is to familiarize students with conceptualizations of citizenship of
broad relevance to educational anthropology.
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Teaching Plan
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:
Guest Lecture: Citizenship in political philosophy – Asger Sørensen
Literature:
Somers, Margaret (2008) ’Theorizing citizenship rights and statelessness,’ in Genealogies of
Citizenship, Cambridge University Press.
Ong, Aihwa (1999): Chapter 1: ‘Flexible Citizenship: The cultural logics of transnationality’ (126) and Chapter 4: ‘The Pacific Shuttle; Family, Citizenship and Capital Circuits’ (110-136), in
Flexible Citizenship: The Cultural Logics of Transnationality, Durham: Duke Press (1999)
Ong, Aihwa (2003) ‘Prologue’ (xiii-xix), ‘Introduction: Government and Citizenship’ (1-21) and
‘Keeping the House from Burning Down (122-141), in Buddha is Hiding (2003), University of
California Press (2003).
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 presentations of the readings and a set of questions for discussion of
education as it pertains to citizenship and to transnational, refugee and immigrant lives.
Session 17
Title: Education for citizenship
Tutor(s): Sally Anderson
Time and location: Thursday 5 Dec, 9.15-12.00, room A210
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.
Teaching: Lecture and discussion of the readings
Literature
Levinson, Bradley, A. Y. (2011) ‘Toward an Anthropology of (Democratic) Citizenship,’ in A
Companion to the Anthropology of Education, ed. by Bradley Levinson and Mica Pollock, WileyBlackwell, pp. 279-298.
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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Teaching Plan
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 18
Title: Tutorial session: Migration, citizenship and education
Tutor(s): Sally Anderson
Time and location: Friday 6 Dec, 9.15-11.00, room A210
Aim: To follow up on the discussion of education and human mobility 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:
We will compile a common list of readings – articles, ethnographies, and policy pieces - for
future reference.
Preparation:
Search online for articles, ethnographies, reports and policies that address issues of citizenship
with regard to education, diversity, mobility and ‘the world’.
Review these, and prepare brief annotations of these texts for class presentation.
WEEK 7
Session 19
Title: Recapitulation of course, evaluation of course, introduction to essay writing
Tutor(s): Gritt B. Nielsen
Time and location: Tuesday 10 Dec, 9.15-12.00, room A210
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Teaching Plan
Thursday 12 Dec, Friday 13 Dec and/or in week 51 (16 Dec – 20 Dec): students receive
supervision (individually or in groups) - after appointment with supervisor.
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