scholarly journals Teaching Cultural Studies and Area Studies in Thailand

MANUSYA ◽  
1998 ◽  
Vol 1 (2) ◽  
pp. 39-46
Author(s):  
Michael Hayes
Keyword(s):  
Cultural Studies ◽  
Classroom Practices ◽  
Tertiary Education ◽  
Short Paper ◽  
Pedagogical Issues ◽  
Education Systems ◽  
Area Studies

This short paper discusses teaching western Cultural Studies, in particular Australian Cultural Studies, in Thailand. By contextualising pedagogical issues, such as classroom practices and course contents, with the surrounding economic, institutional, and national educational agendas, this paper outlines some of the tensions between western and Asian tertiary education systems. Specifically, examining the development and place of cultural studies in the western university highlights the inability for cultural studies to articulate its specific view of culture.

Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa

2013 ◽  
Author(s):  
Anabela C. Alves ◽  
Franz-Josef Kahlen ◽  
Shannon Flumerfelt ◽  
Anna Bella Siriban Manalang
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Engineering Education ◽  
Tertiary Education ◽  
Global Market ◽  
Project Based Learning ◽  
University Education ◽  
Engineering Practice ◽  
Solid Core ◽  
Education Systems

Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.

Introduction

2019 ◽  
pp. xiv-16
Author(s):  
Keith Newlin
Keyword(s):  
Cultural Studies ◽  
Middle Class ◽  
New Woman ◽  
Pedagogical Issues ◽  
Literary Realism ◽  
Recent Scholarship ◽  
Time Space ◽  
The New Woman ◽  
The Aesthetic ◽  
American Literary Realism

The Oxford Handbook of American Literary Realism offers thirty-five original chapters with fresh interpretations of the artistic and political challenges of representing life accurately. Organized by topic and theme, the chapters draw on recent scholarship in literary and cultural studies to offer an authoritative and in-depth reassessment of major and minor figures and the contexts that shaped their work. One set of chapters explores realism’s genesis and its connection to previous and subsequent movements. Others examine the inclusiveness of representation, the circulation of texts, and the aesthetic representation of science, time, space, and the subjects of medicine, the New Woman, and the middle class. Still others trace the connection to other arts—poetry, drama, illustration, photography, painting, and film—and to pedagogical issues in the teaching of realism.

A Case for Caution: Twenty-One Years of Bologna and Ramifications for the U.S. Higher Education

2021 ◽  
pp. 002205742110325
Author(s):  
Zachary Mngo
Keyword(s):  
Higher Education ◽  
United States ◽  
Tertiary Education ◽  
Bologna Process ◽  
The United States ◽  
Asia Pacific ◽  
Education Systems ◽  
Faculty Mobility ◽  
Education Market ◽  
Higher Education Market

The spread and influence of older European higher education models and the current Bologna Process (BP) is strongly linked to its colonial and neocolonial hegemony. However, the 1999 convergence of European models under the umbrella of the BP reform has had implications beyond the colonial and neocolonial spheres, with its effects impacting even the well-established and reputable education systems of North America. Unlike the countries of Africa, Latin America, the Caribbean, Asia Pacific, and the United States did not have any reasons to embrace the BP models. However, they are indirectly affected by it. The international nature of academe, characterized by cooperation and exchanges, has made it impossible for United States tertiary education systems to avoid the effects of the European BP reform entirely. Student and faculty mobility, transferability of degrees, and joint and dual degree offerings have increased significantly as a result of the “external dimension” objectives of the Bologna reform. The highly globalized higher education market is characterized by partnerships and exchanges, including competition between European and the United States colleges and universities over international students. The BP ultimately has and will likely continue to influence the calculations of higher education stakeholders in the United States.

scholarly journals Going Places: Praxis and Pedagogy in Australian Cultural Studies

1970 ◽  
Vol 17 (2) ◽  
Author(s):  
Rebecca Rey ◽  
Golnar Nabizadeh
Keyword(s):  
Cultural Studies ◽  
Western Australia ◽  
Teaching Methods ◽  
Classroom Practices ◽  
Traditional Classroom ◽  
Academic Environment ◽  
University Climate ◽  
Pedagogical Innovations ◽  
The University

This article considers the pedagogical value of praxis in maintaining the relevance of cultural studies in the Australian academic environment. Following its highly politicised beginnings at the Birmingham Centre for Contemporary Cultural Studies, we consider whether traditional classroom practices are commensurate with the contemporary expectations of students and staff. As a working model of the current Australian university climate, we consider the discipline group of English and Cultural Studies (ECS) at the University of Western Australia. After evaluating data gathered from interviews and surveys across the undergraduate, postgraduate and staff population, we suggest potential pedagogical innovations to be implemented in cultural studies at UWA, as a case study within Australia. Our findings show that students are calling for practical activities that would benefit their studies as a complement to theory in the classroom. As a result, we argue that praxis is not only important, but vital, in the teaching of cultural studies as an enabling activity that encourages the use of new teaching methods.

THE ASIAN STUDIES “CRISIS”: PUTTING CULTURAL STUDIES INTO ASIAN STUDIES AND ASIA INTO CULTURAL STUDIES

2004 ◽  
Vol 1 (1) ◽  
pp. 121-136 ◽  
Author(s):  
Chris Burgess
Keyword(s):  
Cold War ◽  
Cultural Studies ◽  
Global Changes ◽  
Asian Studies ◽  
Area Studies ◽  
Japanese Studies ◽  
Traditional Area ◽  
The Cold War

This paper explores the link between globalization, as the source of contemporary crises in representation, and the academic crisis in Asian Studies. The situation of Japanese Studies in Australia is used as a case study to illustrate these links. I argue that traditional area studies, as a colonial structure rooted in the (Cold) War, has become anachronistic. It is suggested that one strategy through which conventional area studies may be reconfigured and revitalized is by more fully and warmly embracing those movements or networks such as cultural studies that can be seen as responses to global changes.

Zadankai:On cultural studies, Japanese studies, area studies

1998 ◽  
Vol 18 (1) ◽  
pp. 73-87
Author(s):  
Narita Ryūichi ◽  
Tessa Morris‐Suzuki ◽  
Yao Souchou
Keyword(s):  
Cultural Studies ◽  
Area Studies ◽  
Japanese Studies

scholarly journals REVITALIZING AREA STUDIES: BUILDING THEMATIC RESONANCE THROUGH RECONCILIATION

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Nila Ayu Utami
Keyword(s):  
Cultural Studies ◽  
Knowledge Production ◽  
Postcolonial Studies ◽  
Thematic Issue ◽  
Double Bind ◽  
Diaspora Studies ◽  
Area Studies ◽  
The Past ◽  
Break Area ◽  
Challenge Area

Area Studies has garnered a lot of criticisms over the past several decades. This, of course, is to be expected as the initial foundation of the study itself is polemical, and very much colonial. Many have seen area studies as antiquated, unable to rise to the challenges of globalization. Indeed, as a project that relies upon “areas” conventionally demarcated, globalization poses as the threat/potential double-bind that can make or break area studies. Stepping up to the challenge, area studies have been in dialogue with other disciplines such as diaspora studies, postcolonial studies and cultural studies that have become prominent critics of area studies. These flirtations have been fruitful for more alternatives and possibilities come to fore. In the same vein, the nature of this writing is to build a dialogue between area-based knowledge and the travelling ideas spurred by globalization, and in doing so, hoping that such dialogue will produce thematic issue that connects localities, history, and knowledge production. This paper proposes the discourse of reconciliation as a thematic issue to reconnect and re-integrate different “areas” in the larger project of Area Studies.

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