Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow
Keyword(s):  
Identity Formation ◽  
Lifelong Learning ◽  
Knowledge Construction ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Practical Skills ◽  
Student Reactions ◽  
A Site ◽  
The University ◽  
Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

scholarly journals “Incompleteness” and the Quest for Multiple Identities in South Africa

2015 ◽  
Vol 50 (3) ◽  
pp. 81-107 ◽  
Author(s):  
Bernard C. Lategan
Keyword(s):  
South Africa ◽  
Cultural Diversity ◽  
Identity Formation ◽  
Social Cohesion ◽  
Historical Memory ◽  
Multiple Identities ◽  
The Self ◽  
Important Goal ◽  
Alternative Approach

The article explores the contours of multiple identities in contrast to singular identities in situations of social complexity and cultural diversity. Nyamnjoh's concepts of “incompleteness” and “frontier Africans” imply an alternative approach to identity formation. Although the formation of one's own, singular identity is a necessary stage in the development of each individual, it has specific limitations. This is especially true in situations of complexity and diversity and where the achievement of social cohesion is an important goal. With reference to existing theories of identity formation, an alternative framework is proposed that is more appropriate for the dynamic, open-ended nature of identity and better suited to encourage the enrichment of identity. The role of imagination, a strategy for crossing borders (with reference to Clingman's concept of a “grammar of identity”), the search for commonality, and the effect of historical memory are discussed. Enriched and multiple identities are not achieved by replacement or exchange, but by widening (existing) singular identities into a more inclusive and diverse understanding of the self.

La Green Line a Nicosia: dal cessate il fuoco al confine nord-sud

2012 ◽  
pp. 79-93
Author(s):  
Alexis Rappas
Keyword(s):  
Identity Formation ◽  
International Conflict ◽  
Green Line ◽  
A Site ◽  
Global Frontier

This paper offers to disentangle the multiple geographies local, regional and global , in which the wall of Nicosia, Cyprus, is inserted. Specifically, while acknowledging its central role in identity-formation among Greek and Turkish Cypriots, it argues that perpetual representations of the Green Line as a site of interethnic or international conflict overshadow its current geopolitical significance as a global frontier of Europe.

Eritrean Asylum Seekers’ Lament Ceremonies in Israel as Contested Sites of Identity Formation

2015 ◽  
Vol 8 (2) ◽  
pp. 147-173 ◽  
Author(s):  
Galia Sabar ◽  
Adam Rotbard
Keyword(s):  
Identity Formation ◽  
Asylum Seekers ◽  
Legal Status ◽  
Multiple Identities ◽  
Public Parks ◽  
Transnational Identities ◽  
The Public ◽  
Religious Rituals ◽  
The Public Sphere ◽  
Shed Light

Based on extensive qualitative research, this paper focuses on lament ceremonies Eritrean asylum seekers in Israel performed in public parks in 2008–2014.1 Specifically, we expose social and political structures of this diaspora, including mechanisms of survival in a context of harsh living conditions, a fragile legal status and a hostile environment. Following Werbner’s analysis of diasporas as chaordic entities, having no single representation and fostering multiple identities, we show how chaordicness underlies this diaspora’s ability to survive and thrive in Israel, and to embrace the unique Eritrean trans-local nationalism. We highlight how these public religious rituals were transformed into contested sites of identity formation following Israeli struggles against them. Finally, we shed light on the role that such ceremonies play in shaping transnational identities, as well as how disenfranchised communities of asylum seekers aim for visibility and recognition in the public sphere.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals Writing on the Ground

2017 ◽  
Vol 27 ◽  
pp. 19-23 ◽  
Author(s):  
Janna Klostermann
Keyword(s):  
Social Practice ◽  
University Administrators ◽  
Student Writers ◽  
The Everyday ◽  
Recent Statement ◽  
A Site ◽  
The University

This essay responds to the recent “Statement on Writing Centres and Staffing” (Graves, 2016), making visible differing conceptualizations of writing in it. More particularly, I will make visible traces of the statement that position writing as a measurable skill, aligning with the priorities of university administrators, and traces of the statement that position writing as a complex social practice, aligning with the needs of student writers and writing centre tutors/specialists. I trouble understandings of writing that maintain the university as a site of exclusion, while pushing for future contributions that take seriously the everyday, on the ground work of student writers and writing centre tutors/specialists.

scholarly journals Mostar university students' self-assessment of lifelong learning competencies

2015 ◽  
Vol 21 (2) ◽  
pp. 79-93
Author(s):  
Anita Klapan ◽  
Marija Šaravanja ◽  
Marijeta Mašić
Keyword(s):  
Lifelong Learning ◽  
Study Groups ◽  
The European Union ◽  
Self Assessment ◽  
Professional Orientation ◽  
Significant Difference ◽  
Research Findings ◽  
Key Competencies ◽  
Learning Competencies ◽  
The University

The introductory part of this paper defines the concept of lifelong learning and describes the key competencies for lifelong learning as defined by the European Union. The empirical part of the paper outlines the results of the research on students’ self-assessment of lifelong learning competencies. The goal of the research was to re-evaluate students’ self-assessment of lifelong learning competencies and to establish whether or not there is a significant difference in attitudes towards the usage and assessment of lifelong learning competencies among students of various study programmes. The research was conducted on the student population at the University of Mostar (N=283). The principal research findings suggest that various study groups of students provide various assessments of lifelong learning competencies, depending on their professional orientation.

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