CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Laboratories of Liberalism: American Higher Education in the Arabian Peninsula and the Discursive Production of Authoritarianism
Tác giả
Koch N.; Vora N.
Năm xuất bản
2019
Source title
Minerva
Số trích dẫn
12
DOI
10.1007/s11024-019-09382-5
Liên kết
Tóm tắt
American university globalization has increasingly targeted and been courted by authoritarian states. While the reasons for these partnerships are manifold—including the ease of top-down large-scale monetary investment, “knowledge economy” development strategies, social engineering programs, and other corporate and imperial entanglements—an overwhelming discourse has emerged around higher education initiatives in places like the Arabian Peninsula, China, Singapore, and Central Asia that juxtaposes liberalism (in the form of higher education) with the illiberal, authoritarian contexts it is supposedly encountering within the framework of neoliberal globalization. Through a discussion of American branch campuses in Qatar and the UAE, this article traces a more complex web of actors whose interests may include neoliberal and imperial inclinations but are not reducible to them. By focusing on the discursive framings of these branch campus initiatives, we show how the notion of “liberal education” operates as a global discourse of power through American branch campuses in the Arabian Peninsula and, by extension, other nondemocratic states around the world. Specifically, we argue that the very concept of “authoritarianism” is discursively produced in and through these university projects, and simultaneously builds (upon) an idealized narrative about the national self in the United States that erases existing and emerging inequalities—indeed, authoritarianisms—within the home spaces of American academia. © 2019, Springer Nature B.V.
Từ khóa
Authoritarianism; Higher education; Liberalism; Qatar; United Arab Emirates
Tài liệu tham khảo
Abu-Lughod L., Do Muslim Women Need Saving?, (2013); Aksan V., MESA Presidential address 2009: How do we ‘know’ the Middle East?, Review of Middle East Studies, 44, 1, pp. 3-12, (2010); Al-Shobakky W., Petrodollar science, The New Atlantis: A Journal of Technology & Society Fall, 22, pp. 3-19, (2008); Altbach P.G., Globalisation and the university: Myths and realities in an unequal world, Tertiary Education and Management, 10, 1, pp. 3-25, (2004); Amsler S., Promising futures? Education as a symbolic resource of hope in Kyrgyzstan, Europe-Asia Studies, 61, 7, pp. 1189-1206, (2009); Anderson B., The American University of Beirut: Arab nationalism and liberal education, (2011); Armstrong E., Hamilton L., Paying for the party: How college maintains inequality, (2013); Asmi R., Cultural Translation: The Problem with Policy Borrowing in RAND Qatar’s ‘Education for a New Era, (2014); Vision and Mission, (2018); Vision and Mission, (2018); Bayat A., Life as politics: How ordinary people change the Middle East, (2013); Bazzi M., N.Y.U. in Abu Dhabi: A sectarian bargain (September 26), The New York Times, (2017); Benhabib S., Why I oppose Yale in Singapore, Yale Daily News, May, 18, (2011); Boggs A., Mitchell N., Critical University Studies and the Crisis Consensus, Feminist Studies, 44, 2, pp. 432-463, (2018); Dominic B., Crisis in liberalism, Hot Spots, Cultural Anthropology, (2016); Buck-Morss S., Dreamworld and catastrophe: The passing of mass utopia in East and West, (2000); Chalcraft J., Monarchy, migration and hegemony in the Arabian Peninsula., (2010); Chatterjee P., Maira S., The imperial university: Academic repression and scholarly dissent, (2014); Cole J., The great American university: Its rise to preeminence, its indispensable national role, and why it must be protected, (2009); Coronil F., The magical state: Nature, money, and modernity in Venezuela, (1997); Ewers M., From knowledge transfer to learning: The acquisition and assimilation of human capital in the United Arab Emirates and the other Gulf States, Geoforum, 46, pp. 124-137, (2013); Ewers M., Oil, human capital and diversification: The challenge of transition in the UAE and the Arab Gulf States, The Geographical Journal, 182, 3, pp. 236-250, (2016); Ferguson J., The anti-politics machine: “Development”, depoliticization, and bureaucratic power in Lesotho, (1990); Fisher D., Chan A., The exchange university: Corporatization of academic culture, (2008); Foucault M., Of other spaces, Diacritics, 16, 1, pp. 22-27, (1986); Richard G., Kinser K., Lane J., Merola R., International branch campuses: Trends and developments, The Observatory on Borderless Higher Education, (2016); Mission, Vision & Strategy. Georgetown University in Qatar., (2018); Gieryn T.F., Cultural boundaries of science: Credibility on the line, (1999); Glasius M., What authoritarianism is … and is not: A practice perspective, International Affairs, 94, 3, pp. 515-533, (2018); Susan G., Qatar reshapes its schools, putting English over Islam (February 2), The Washington Post, (2003); Gray K., Bashir H., Keck S., Western higher education in Asia and the Middle East: Politics, economics, and pedagogy, (2017); Gabriella G.M., Neimann Y.F., Gonzalez C.G., Harris A., Presumed incompetent: The intersections of race and class for women in academia, (2012); Hammarfelt B., de Rijcke S., Wouters P., From Eminent Men to Excellent Universities: University Rankings as Calculative Devices, Minerva, 55, 4, pp. 391-411, (2017); Jones C., Seeing like an autocrat: Liberal social engineering in an illiberal state, Perspectives on Politics, 13, 1, pp. 24-41, (2015); Jons H., Hoyler M., Global geographies of higher education: The perspective of world university rankings, Geoforum, 46, pp. 45-59, (2013); Kaminero'Driscoll A., Workers at N.Y.U.’s Abu Dhabi site faced harsh conditions, The New York Times, (2014); Kane T., Transplanting education—An anthropological case study of Weill Cornell Medical College in Qatar and the production of ‘American-style’ doctors in a non-American setting, (2012); Kane T., Education in a globalized world: Education City and the recalibration of Qatari citizens, Deconstructing Global Citizenship: Political, Cultural, and Ethical Perspectives, pp. 271-285, (2015); Kelly M., Issues in the development of a Gulf Studies program at the American University of Kuwait: An ethnography, Review of Middle East Studies, 44, 2, pp. 152-165, (2010); Koch N., The shifting geopolitics of higher education: Inter/nationalizing elite universities in Kazakhstan, Saudi Arabia, and beyond, Geoforum, 56, pp. 46-54, (2014); Koch N., We entrepreneurial academics: Governing globalized higher education in ‘illiberal’ states, Territory, Politics, Governance, 4, 4, pp. 438-452, (2016); Koch N., Orientalizing authoritarianism: Narrating US exceptionalism in popular reactions to the Trump election and presidency, Political Geography, 58, pp. 145-147, (2017); Koch N., Green laboratories: University campuses as sustainability “exemplars” in the Arabian Peninsula, Society & Natural Resources, 31, 5, pp. 525-540, (2018); Krieger Z., The Emir of NYU (April 13), (2008); Lane J.E., Kinser K., The cross-border education policy context: Educational hubs, trade liberalization, and national sovereignty, New Directions for Higher Education, 2011, 155, pp. 79-85, (2011); Lane J.E., Kinser K., Five models of international branch campus facility ownership, International Higher Education, 70, Winter, pp. 9-11, (2013); Le Renard A., A society of young women: Opportunities of place, power, and reform in Saudi Arabia, (2014); Tamar L., Oil money cultivates a Mideast Ivy League (February 11), New York Times, (2011); Lim E.-B., Performing the global university, Social Text, 27, 4, pp. 25-44, (2009); Ursula L., Qatar Sets Its Own Terms for U.S. Universities, (2013); Looser T., The global university, area studies, and the world citizen: Neoliberal geography’s redistribution of the “world, Cultural Anthropology, 27, 1, pp. 97-117, (2012); Lukose R., Empty Citizenship: Protesting Politics in the Era of Globalization, Cultural Anthropology, 20, 4, pp. 506-533, (2005); Katharine M., U.A.E. Incident Raises Questions for Colleges that Open Campuses in Restrictive Countries (March 18). the Chronicle of Higher Education., (2015); Lisa M., The Emir’s university (May 3), New York Magazine, (2013); Mitchell T., Carbon democracy: Political power in the age of oil, (2011); Morey A., Globalization and the emergence of for-profit higher education, Higher Education, 48, 1, pp. 131-150, (2004); Moisio S., Geopolitics of the knowledge-based society, (2018); Sarah Maslin N., N.Y.U. Journalism Faculty Boycotts Abu Dhabi Campus (7 November). the New York Times, (2017); Vision and Mission, (2018); Purinton T., Skaggs J., American universities abroad: The leadership of independent transnational higher education institutions, (2017); Readings B., The university in ruins, (1996); Reeves M., Cultivating citizens of a new type? The politics and practice of educational reform at the American University in Kyrgyzstan, Challenges of education in Central Asia, pp. 365-385, (2003); Roitman J., Anti-crisis, (2014); Rosaldo R., Cultural citizenship and educational democracy, Cultural Anthropology, 9, 3, pp. 402-411, (1994); Andrew R., Human rights, academic freedom, and offshore academics, (2011); Zoe S., Is NYU expanding abroad at the cost of free speech? (March 27), Newsweek, (2014); Secord A., Science in the pub: Artisan botanists in early nineteenth-century Lancashire, History of Science, 32, 3, pp. 269-315, (1994); Sidhu R., Collins F., Lewis N., Yeoh B., Governmental assemblages of internationalising universities: Mediating circulation and containment in East Asia, Environment and Planning A, 48, 8, pp. 1493-1513, (2016); Slaughter S., Rhoades G., Academic capitalism and the new economy: Markets, state, and higher education, (2004); Smith B., Market Orientalism: Cultural economy and the Arab Gulf States, (2015); Song X., McCarthy G., Governing Asian international students: The policy and practice of essentialising ‘critical thinking’, Globalisation, Societies and Education, 16, 3, pp. 353-365, (2018); Staeheli L., Hammett D., ‘For the future of the nation’: Citizenship, nation, and education in South Africa, Political Geography, 32, pp. 32-41, (2013); Sulaiman N.F., AlMuftah H., A Qatari perspective on women in the engineering pipeline: An exploratory study, European Journal of Engineering Education, 35, 5, pp. 507-517, (2010); Tetreault M.A., Great expectations: Western-style education in the Gulf States, Industrialization in the Gulf: A socioeconomic revolution, pp. 143-153, (2011); Tetreault M.A., Identity and transplant-university education in the Gulf: The American University of Kuwait, Journal of Arabian Studies, 1, 1, pp. 81-98, (2011); Vora N., Impossible citizens: Dubai’s Indian diaspora, (2013); Vora N., Between global citizenship and Qatarization: Negotiating Qatar’s new knowledge economy within American branch campuses, Ethnic and Racial Studies, 37, 12, pp. 2243-2260, (2014); Vora N., Expat/expert camps: Redefining labor within Gulf migration, Transit states: Labour, migration and citizenship in the Gulf, pp. 170-197, (2014); Vora N., Is the university universal? Mobile (re)constitutions of American academia in the Gulf Arab states, Anthropology & Education Quarterly, 46, 1, pp. 19-36, (2015); Vora N., Teach for Arabia: American universities, liberalism, and transnational Qatar, (2018); Vora N., Kanna A., De-exceptionalizing the field: Anthropological reflections on migration, labor, and identity in Dubai, The Arab Studies Journal, 16, 2, pp. 74-100, (2018); Vora N., Koch N., Everyday inclusions: Rethinking ethnocracy, kafala, and belonging in the Arabian Peninsula, Studies in Ethnicity and Nationalism, 15, 3, pp. 540-552, (2015); Jonah W., The Exploitation University, Jacobin, (2015); Wasserman G., The Doha experiment: A liberal education in the Arab World, (2017); Wiseman A., Alromi N., Alshumrani S., Education for a knowledge society in Arabian Gulf Countries, (2014)
Nơi xuất bản
Springer Netherlands
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus