Shifting Proximities: A Case for Global Reading in US Higher Education

2015 ◽  
Vol 9 (3) ◽  
Author(s):  
Alexander Hartwiger
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Global Education ◽  
World Literature ◽  
Ways Of Knowing ◽  
Distant Reading ◽  
Global Knowledge ◽  
Global Issues ◽  
The World ◽  
Literature Class

AbstractThis article argues that US higher education knowledge production remains localized but gets disguised as global. Consequently, local ways of knowing get projected as universal and students’ worldviews are never complicated or expanded. It offers a pedagogical corrective to this trend and situates the world literature classroom as one of the primary locations that is capable of reimagining global knowledge production in U.S. universities. More specifically, the article explores the fluid movement between close and distant reading as well as the potential of Globally Networked Learning Environments (GLNE) as concrete ways of ensuring that global knowledge production is truly global in scope. Utilizing GNLEs in the world literature class provides a pedagogical model that enables critical engagement with the complexity of global issues through the study and discussion of global texts all while in a global environment. While US institutions seek to expand their global footprints, the educational experiences of students too often remain local. Ultimately, through theoretical and practical examples, the article argues that if students in the US academy are to have a truly global education, teachers and administrators must first start by reforming and transforming local sites of learning.

scholarly journals Higher Education System in Central Asia (On The Example of Kazakhstan)

2021 ◽  
Vol 9 (12) ◽  
pp. 1095-1097
Author(s):  
Yuldashev Ravshanjon Baxodirovich
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Education System ◽  
Global Education ◽  
Legal Framework ◽  
Higher Education System ◽  
National Education ◽  
Higher Education Reforms ◽  
National Education System ◽  
The World

Abstract: Reforming the national education system is a priority of public policy and guarantees development. In this regard, any state will give priority to policy in this regard. The complexity of the matter is that this policy does not always yield the expected results. But countries around the world are striving to implement effective higher education reforms. There is a similar trend in our region. In this article, we will focus on the higher education system in Kazakhstan. Zero Kazakhstani higher education is the most developed system in the Keywords: Kazakhstan, higher education, system, legal framework, achievements, challenges, higher education, program, reforms, region, public policy, global education, knowledge capitalization, bachelor, master, distance education.region.

scholarly journals Mattering pedagogy in precarious times of (un)learning

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Malou Juelskjær
Keyword(s):  
Collective Intelligence ◽  
Ways Of Knowing ◽  
Global Issues ◽  
Doing Business ◽  
The World ◽  
Business As Usual ◽  
Opening Up ◽  
Living Being

This paper considers how feminist new materialist thinking may offer a resource for re-orienting pedagogy and didactics in light of pressing global issues. In this respect, the paper applies feminist new materialist thinking in a somewhat normative agenda. However, pedagogy and didactics are always already normative, or are engaged in practices that play a role in as well doing ‘business as usual’ or in assisting in opening up to various, yet more un-usual ways of relating and being of the world. Pedagogy is a worlding practice, specifically, as it facilitates ways of relating, thinking, sensing, acting, and is involved in the shaping of a ’collective intelligence’. I argue that one fruitful approach may be to focus on entanglements and affects and on finding ways of facilitating a sensing living/being of such entanglements. The paper concludes by introducing affective geology to suggest possible steps towards a transformation of our ways of knowing, sensing, and relating.

scholarly journals The Global Neighborhood: Programming Initiatives with International Living-Learning Communities

2014 ◽  
Vol 4 (2) ◽  
pp. 191-195
Author(s):  
Sarah McClanahan
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Learning Communities ◽  
International Education ◽  
The United States ◽  
Global Knowledge ◽  
Global Issues ◽  
Living Learning Communities ◽  
The U.S

The United States is currently enrolling more international students than any other country in the world. In 2011, approximately 764,000 international students were enrolled in higher education in the U.S., comprising 19% of the world’s total students studying internationally (Institute of International Education, 2012). This rise, as well as the rapid globalization occurring within the United States, has brought about a need for students and staff in higher education to be equipped to communicate cross-culturally and have an understanding of global issues. International living-learning communities (I-LLCs) are a way for universities to provide opportunities for domestic students and international students to live together and gain global knowledge through first-hand experiences and programs directed at international issues. While I-LLCs are not necessarily common across the U.S., many institutions are in the process of creating such programs in order to expand the global focus of their institutions. 

scholarly journals La investigación post-disciplinaria como alternativa en comunicación

2021 ◽  
Vol 8 (15) ◽  
pp. 2-23
Author(s):  
Raúl Fuentes Navarro
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Knowledge Production ◽  
Academic Field ◽  
Higher Education Systems ◽  
Sociocultural Practices ◽  
The World ◽  
History Of ◽  
History Of The University ◽  
The University

This paper takes up previous works by the author and reformulates them to argue that there are increasingly clear indications of the adoption of “post-disciplinary” modalities in the institutionalized practices of knowledge production on communication in various regions of the world. Faced with the growing epistemic fragmentation and dispersion of this academic field, and the evident transformations of the sociocultural practices that are its references and subject matters, post-disciplinary research may represent a useful alternative consistent with the very history of the university institutionalization of this specialty, in which contributions from the humanities and social sciences converge, with apparent independence from the different conditions of national higher education systems. Some of the more developed formulations of this perspective and their strategic implications for university practices in the field are analysed.

the Tree of Life as a Research Methodology

2005 ◽  
Vol 34 ◽  
pp. 44-52 ◽  
Author(s):  
Vivian M. Jiménez Estrada
Keyword(s):  
Knowledge Production ◽  
Research Methodology ◽  
Ways Of Knowing ◽  
Tree Of Life ◽  
Local Context ◽  
Indigenous Culture ◽  
Indigenous Cultures ◽  
General Overview ◽  
The World ◽  
Negative Impacts

AbstractThis paper is grounded on the premise that research, as a colonising practice, needs constant reconceptualisation and rethinking. I propose a methodology based on some of the values, visions and stories from my own Maya Indigenous culture and knowledge in addition to other Indigenous cultures across the world. I argue that researchers need to constantly acknowledge and change the negative impacts of ignoring multiple ways of knowing by engaging in respectful methods of knowledge collection and production. This paper contributes to the work Indigenous scholars have done in the area of research methodologies and knowledge production. First, a general overview of the values and concepts embedded in the Ceiba or the “Tree of Life” is presented; then, a discussion of what respectful research practices entail follows; finally, it concludes with a reflection on how the Ceiba is a small example of how researchers can adapt their research methodology to the local context.

scholarly journals DISTANTLY READING DANTE TRANSLATIONS

2018 ◽  
Vol 10 (10) ◽  
pp. 65
Author(s):  
Jacob Blakesley
Keyword(s):  
Future Development ◽  
Empirical Data ◽  
World Literature ◽  
Theoretical Background ◽  
Eastern Bloc ◽  
Distant Reading ◽  
Critical Studies ◽  
The Third ◽  
The World ◽  
New Research

This paper outlines a new research project that aims to catalogue and investigate all booklength translations of Dante’s Divine Comedy in 100 countries. This will be, in fact, the first project to map the circulation and translation of Dante’s Commedia across the globe using statistics and analysis. Despite 700 years of Dante Studies, there still exists no comprehensive bibliography of translations; and critical studies still focus primarily on major languages, neglecting less-translated languages. The theoretical background of this project draws on Franco Moretti’s ‘distant reading’, David Damrosch’s theories of world literature, and Johan Heilbron’s world system of translations. This project will include three strands, which it aims to carry out with a team of scholars. The first will examine the empirical data about the translations of the Commedia and their circulation abroad. The second strand will study the formal aspects of the translations, seeing where the Commedia was translated into terza rima, and discovering the predominant metrical forms of translations across the world. The third strand will investigate how the Commedia was translated under censorship, in fascist regimes, theocracies, military dictatorships, constitutional monarchies, the Eastern Bloc and Communist dictatorships. As the project is still in the early stages of research I will not be giving conclusions, but rather suggesting new pathways for future development.

scholarly journals Explore the World with a Global Education Curriculum

2012 ◽  
Vol 7 (4) ◽  
pp. 116-122
Author(s):  
Julie Tritz ◽  
Tina Cowger ◽  
MaryBeth Bennett ◽  
Richard Fleisher ◽  
Doug Hovatter ◽  
...  
Keyword(s):  
Global Education ◽  
Cooperative Extension ◽  
Land Grant ◽  
Extension Programs ◽  
Education Curriculum ◽  
Global Issues ◽  
Global Workforce ◽  
Land Grant Institutions ◽  
The World ◽  
Global Systems

Recognizing and celebrating the diversity that exists in our communities has become a central goal of land-grant institutions and cooperative extension programs. This is coupled with the expectation that youth be equipped for a global workforce where they appreciate different world cultures, be able to evaluate global issues and challenges and understand the inter-connectedness of global systems. Given these points, a Global Education Curriculum developed by the WVU Extension Global Education & Engagement Team is presented as a tool to instill a deeper understanding of and appreciation for cultures, people and global issues by youth and the adults who support them.

scholarly journals Sharing Knowledge, Transforming Societies: The Norhed Programme 2013-2020

2019 ◽  
Author(s):  
Tor Halvorsen ◽  
Skare Orgeret ◽  
Roy Krøvel
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Higher Education Institutions ◽  
Capacity Development ◽  
Local Context ◽  
Local Data ◽  
Post Colonial ◽  
The World ◽  
The Right ◽  
Academic Content

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development'in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.

scholarly journals Distant reading as a strategy of an exact study of bibliography

2019 ◽  
pp. 56-67
Author(s):  
V. P. Leonov
Keyword(s):  
World Literature ◽  
Quantitative Methods ◽  
Common Ground ◽  
Text Processing ◽  
Research Strategy ◽  
Close Reading ◽  
Distant Reading ◽  
Long Distance ◽  
The World ◽  
Automated Text Processing

In recent times marked by the offensive and largescale advancement of computer technol-ogy numerous libraries, scientific and educational centers in the world are creating their own extensive databases of literary and bibliographic texts. Facing such databases the close reading method designed to work with specific texts would seem to lose its meaning. The Italian sociolo-gist and literary critic Franco Moretti became the main critic of the close reading. He presented his ideas in the book «Distant Reading». This book can be viewed as a program to update the methodology of studying world literature. Moretti believes that the world literature should be studied not by looking at the details, but by examining it from a long distance: studying hudreds and thousands of texts. He suggest to use the Digital Humanities (DH) methods, i.e. to ap-ply digital (computer) methods in the humanities. To show the reasons for the survival of certain types of texts, Moretti compares literary processes with biological ones and draws an anology between natural selection and reader selection. Moretti’s predecessor, who first used quantitative methods in literary studies and saw common ground between literary and biological processes, was the author of the fundamental monograph “Methodology of an exact study of literature” B. I. Yarkho (18891942).Moretti’s book “Distant Reading” shatters stereotypes of the bibliographic environment. It is directed no to the study of close (slow) reading, but to the study of the entire world docmentary flow. This approach opens the way to the use of quantitative methods in the study of world bibliography. A new research strategy “exact study of bibliography” will be formed as part of digital and automated text processing.

scholarly journals Utak a globális tudáskormányzáshoz (Az elméleti megfontolásoktól egy hídfőállás koncepciójáig)

2019 ◽  
Vol 19 (1) ◽  
pp. 8
Author(s):  
László Z. Karvalics
Keyword(s):  
Global Governance ◽  
Knowledge Production ◽  
Epistemic Community ◽  
Global Knowledge ◽  
Global Issues ◽  
Traditional Institution ◽  
Control Centre ◽  
Knowledge Governance ◽  
Mission Control ◽  
Theoretical Considerations

Amikor globális kormányzásról és az azt támogató infrastruktúra megteremtéséről beszélünk, azt kell tudatosítanunk, hogy a valódi globális akcióközösség megteremtéséhez előbb episztémikus közösséggé (epistemic community) kell válni, és a tudáskormányzás részvételi alapon szerveződő intézményeinek időben meg kell előzniük a globális kormányzás formáit, a globális tudáskormányzás (global knowledge governance, GKG) professzionális és kollektív gyakorlatának megteremtésével. Az első lépést ehhez a párbeszéd globális formáinak, a megalógusoknak az életre hívása jelenti, amit akár egy erre a célra létrejött civil intézmény, a Megalogeum is gondozhatna. A mérethatár nélküli, moderált párbeszédek (1) kezdeményezésén és gondozásán kívül (2) hozzájárulhat az ezek háttéranyagaiként szolgáló tudáskompozíciók/készletek megszületéséhez, (3) tudás- és adattárat hoz létre, (4) „konszenzusgyárként” fizikai helyszínt nyújthat szakértők és stakeholderek animált találkozóihoz, (5) gondolatlaboratóriumként segít átfogó akciókra, programokra, gyakorlatba átültetendő elvekre vonatkozó elképzelések tesztelésében, előkészítésében, (6) „világítótorony” szerepében véleményez, és saját „mémeket” terjeszt, s (7) kísérleti árnyékstruktúraként (ombudsmankind) a jelenlegi, nemzetközi egyeztetési és döntési mechanizmusok jeles eseményeire, fordulóira, találkozóira kialakítja a megalógusok közösségének saját álláspontját, elkészíti és formulázza javaslatait, felkínálva azokat a hagyományos intézményi tér képviselői számára is. --- On the way to Global Knowledge Governance - Theoretical considerations, possibilities of implementation The prerequisite of global governance can be identified as the birth of the supporting epistemic community and the participatory framework for global knowledge governance (GKG). GKG can and should be incubated. An incubation platform, which has a physical and organizational existence can be a true master of simultaneous knowledge efforts. It is more than timely to envision a meaningful exchange, where the whole (planetary) community is included, and everybody can be a participant. We call it Megalogue, and propose establishing a possible new civic institution, the Megalogeum, dedicated to creating the prerequisites of global knowledge governance with seven different forms of action: (1) managing global megalogues (2) knowledge production and consolidation (creation of background materials of megalogues) (3) becoming a knowledge hub (4) a consensus factory and (5) Project Lab/Mission control centre, playing (6) a lighthouse role, spreading its own “memes”, (7) originating experimental shadow structures, which prepare and formulate the own suggestions of the multilogue communities for the notable events of international reconciliation and decision machineries, continuously portraying alternatives, composing viewpoints, offering its proprietary interpretations, solutions and suggestions for the actors of the traditional institution area as a shadow cabinet of global issues (ombudsmankind). Keywords: global governance, global knowledge governance, megalogue, Megalogeum, ombudsmankind

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