Dualities and Challenges: Higher Education in the Heart of the Cold War, 1953–1969

2020 ◽  
pp. 53-71
Author(s):  
Allison L. Palmadessa
Keyword(s):  
Higher Education ◽  
Cold War ◽  
The Cold War

scholarly journals Decolonization, the Cold War, and Africans’ routes to higher education overseas, 1957–65

2020 ◽  
Vol 15 (1) ◽  
pp. 169-191
Author(s):  
Eric Burton
Keyword(s):  
Higher Education ◽  
Cold War ◽  
North America ◽  
East Africa ◽  
Western Europe ◽  
Eastern Bloc ◽  
Access To Higher Education ◽  
African Students ◽  
The Cold War ◽  
Gain Access

AbstractFrom the late 1950s, Africans seeking higher education went to a rapidly increasing number of destinations, both within Africa and overseas. Based on multi-sited archival research and memoirs, this article shows how Africans forged and used new routes to gain access to higher education denied to them in their territories of origin, and in this way also shaped scholarship policies across the globe. Focusing on British-ruled territories in East Africa, the article establishes the importance of African intermediaries and independent countries as hubs of mobility. The agency of students and intermediaries, as well as official responses, are examined in three interconnected cases: the clandestine ‘Nile route’ from East Africa to Egypt and eastern Europe; the ‘airlifts’ from East Africa to North America; and the ‘exodus’ of African students from the Eastern bloc to western Europe. Although all of these routes were short-lived, they transformed official scholarship provisions, and significantly shaped the postcolonial period in the countries of origin.

scholarly journals Internationalisation and Cross-Border Mobility in Indian Higher Education

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
N.V. Varghese
Keyword(s):  
Higher Education ◽  
Cold War ◽  
Foreign Aid ◽  
Diplomatic Relations ◽  
Economic Rationality ◽  
Cross Border ◽  
Internationalisation Of Higher Education ◽  
Indian Higher Education ◽  
Global Affairs ◽  
The Cold War

With the end of the Cold War political returns on foreign aid diminished.Many countries came to recognise trade as a more development-friendlymodality than aid. Internationalisation of higher education also shiftedfrom aid related cooperation agreements to market mediated cross-bordertrade arrangements within the framework of the General Agreementon Trade in Services (GATS). This article examines the changing face ofinternationalisation of higher education with a focus on the Indian experience.It argues that while internationalisation and cross-border mobilityare mediated by market processes and economic rationality in most countries,the Indian government’s initiatives to internationalise Indian highereducation are motivated by extending diplomatic relations to enable thecountry to play a more prominent role in global affairs.

Slavonic Studies in Australia and New Zealand During the Cold War and in the Post-Cold-War Era

2013 ◽  
Vol 9 (1) ◽  
pp. 145-164
Author(s):  
Peter Hill
Keyword(s):  
Higher Education ◽  
Cold War ◽  
New Zealand ◽  
Post Cold War ◽  
Cold War Era ◽  
The Cold War

Slavonic Studies and especially Russian profited from the Cold War and when it ended Western governments saw no need to continue supporting these disciplines. This coincided with the commercialization of the universities, when governments largely abrogated their responsibility for higher education. It is in this context that the following account of the rise and fall of Slavonic studies in Australia and New Zealand unfolds.

To Be an Apolitical Political Scientist: A Chinese Immigrant Scholar and (Geo)politicized American Higher Education

2020 ◽  
Vol 60 (2) ◽  
pp. 129-155
Author(s):  
Qing Liu
Keyword(s):  
Higher Education ◽  
United States ◽  
Cold War ◽  
The United States ◽  
Political Scientist ◽  
Mutual Understanding ◽  
Chinese Immigrant ◽  
Chinese Identity ◽  
American Higher Education ◽  
The Cold War

While educating international students is celebrated as a means of promoting mutual understanding among nations, American higher education has always been entangled with geopolitics. This essay focuses on Tang Tsou, the Chinese scholar who came to the United States as a student in 1941, eventually becoming the nation's leading China expert and producing knowledge about China for the United States during the Cold War. It analyzes how Tsou navigated a complex political terrain in which his Chinese identity was both a professional asset and a liability. Examining Tsou's personal and professional decisions as well as his response to the politicization of his Chinese identity reveals the (geo)politicization of higher education more broadly.

Educating Global Citizens in the Cold War

2011 ◽  
Author(s):  
Christopher P. Loss
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Cold War ◽  
Public Opinion ◽  
Global Citizens ◽  
Leading Role ◽  
The Cold War ◽  
Hearts And Minds ◽  
Public Opinion Polls ◽  
Opinion Polls

This chapter depicts the challenges posed to higher education during the Cold War. Despite suffering a torrent of anticommunist attacks—and more than a few casualties—higher education also played a leading role in the government's battle for hearts and minds in the 1950s. At home and abroad the American state deployed education in order to produce democratic citizens and then used public opinion polls to evaluate the integrity of the production process. Obsessively tracked during the Cold War, “public opinion” offered policymakers and educational elites access to the American people's collective psychological adjustment and mental health, to their intellectual fitness and their knowledge of the bipolar Cold War world in which they lived.

scholarly journals Higher education – the factor of soft power in U.S. foreign policy from the post-cold war to 2016

2020 ◽  
Vol 4 (3) ◽  
pp. 605-612
Author(s):  
Nguyen Thi Huyen Thao
Keyword(s):  
Higher Education ◽  
Foreign Policy ◽  
Cold War ◽  
Soviet Union ◽  
Soft Power ◽  
The United States ◽  
Post Cold War ◽  
National Power ◽  
The Cold War ◽  
The U.S

Soft power is a concept that was created by Joseph Nye in the 1990s. After the soft power theory was supplemented many times, up to now, it has been considered a theory interesting to many researchers. In 2005, he pointed out that higher education played an important role and was a factor of soft power in U.S. foreign policy. The United States (U.S) is a country that has flexible, adjustable and appropriated changes in foreign policy. The cultural and educational values in history have created the soft power and own mark of U.S , especially in the period of the Cold War (1947- 1991). At that time, higher education contributed to the training and changing of the mind of many students going to the Soviet Union. After the Cold War ended, the U.S. remained the nation's top-rank comprehensive national power in the World. This national power gave the U.S. favorable conditions to enforce and implement strategies globally. In this way, the soft power was never left behind in the U.S foreign policy, especially in higher education. So, how did the U.S. maintain this policy in the foreign policy and what outcomes did it bring to the U.S.? This article presents the higher education and the factor of soft power in the U.S. foreign policy from the Post-Cold War till 2016.

scholarly journals The Lumumba University in Moscow: higher education for a Soviet–Third World alliance, 1960–91

2019 ◽  
Vol 14 (2) ◽  
pp. 281-300 ◽  
Author(s):  
Constantin Katsakioris
Keyword(s):  
Higher Education ◽  
Cold War ◽  
Cultural Policy ◽  
Third World ◽  
Underdeveloped Countries ◽  
Educational Concept ◽  
History Of ◽  
The Cold War ◽  
Global Cold War ◽  
World Concept

AbstractFounded in Moscow in 1960 for students from Third World countries, the Peoples’ Friendship University ‘Patrice Lumumba’ was the most important venture in international higher education during the Cold War and a flagship of Soviet internationalism. It aimed to educate a Soviet-friendly intelligentsia and foster a Soviet–Third World alliance. This article retraces the history of this school, often criticized for its Third World concept, recruitment, and training policies. It recalls the forgotten French initiative to create a university for the underdeveloped countries, situates Lumumba University in the global Cold War, and compares it with mainstream Soviet schools. Soon after its creation, Lumumba University underwent important changes, but departed from its initial educational concept. Consequently, arguments justifying the existence of a special university disappeared. Third World countries, moreover, never agreed with the university’s concept. Despite its educational accomplishments, Lumumba University became the Achilles’ heel of Soviet cultural policy.

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