scholarly journals Introduction

Focaal ◽  
2015 ◽  
Vol 2015 (71) ◽  
pp. 3-5
Author(s):  
Graeme MacRae

This theme section seeks to keep alive important debates about the place of anthropology in the world that have been raised periodically since the 1970s, and most recently in a special issue of this journal entitled “Changing Flows in Anthropological Knowledge” (Buchowski and Dominguez 2012). The three articles in this theme section consider the place of anthropology in the university system, the building of a world anthropology, and the methodological challenges of the new conditions in which we work. All three critically address the interface and relationship between areas of changing power/knowledge and their relevance to the future of anthropology: both its place in the world and its contribution to the world.

Author(s):  
N.R. Madhava Menon

The purpose of looking at Indian universities in a comparative perspective is obviously to locate it among higher education institutions across the world and to identify its strengths and weaknesses in the advancement of learning and research. In doing so, one can discern the directions for reform in order to put the university system in a competitive advantage for an emerging knowledge society. This chapter looks at the current state of universities in India and highlights the initiatives under way for change and proposes required policy changes.


1977 ◽  
Vol 7 (3) ◽  
pp. 29-31
Author(s):  
Paul A. Beckett

Fueled by oil money and the powerful belief of its people in the transforming power of education, the Nigerian university system may be expanding proportionately faster than any major system in the world. Consisting of only five universities (Ibadan, Nsukka, Ife, Lagos, and Ahmadu Bello in Zaria) during most of the first decade of independence, the 1970s have seen successive additions until the current projected number of universities is thirteen (spread among the twelve states that existed until 1976). The Nigerian government has indicated that it will try to hold the line at thirteen and not go through another round of new university creation so that each of the present nineteen states would have its own university. But even granting the leaders’ success in this resolve, the present commitments themselves mean that the university system will double in size between 1977 and the first years of the 1980s.


2021 ◽  

This digital publication consists of a selection of 56 papers presented at the 16th International Conference of the International Society for the Study of European Ideas (ISSEI), held at the University of Zaragoza, 2-5 July 2019, the general theme of which was ‘Aftershocks: Globalism and the Future of Democracy’. Sponsored by The Aragonese Association of Sociology, the conference was well-attended – 170 participants from 28 countries met to discuss a wide variety of topics in 29 workshops. The feedback we received from participants confirmed that they had greatly enjoyed the venue of the conference, that they appreciated the warm welcome they had received and the congenial social atmosphere and opportunity to attend workshops on subjects that were not only in their own field of expertise. No one, of course, could have predicted that our world – our work and life as individuals, as communities and as nations – would change so suddenly and radically eighteen months after the conference, with the rapid and devastating spread of the Convid-19 pandemic. The current deepening global crisis along with the challenge of climate change and growing international tensions are a stark reminder of how vulnerable our societies, our civilization, and our species are. The shocks and aftershocks of these crises are felt today in every corner of the world and in every aspect of our global and local economies, and most obviously in the sociopolitical arena. As several of the conference workshops on the multiple crises Europe and the world face today – from the migrant crisis to the rise of populism and deepening inequality between rich and poor – showed – and as the Covid-19 pandemic has so cruelly brought home to us – we simply cannot take the achievements of human civilization for granted and must find ways to meet the fundamental social and political needs of human beings not only in our own neighborhoods, cities and countries, but ultimately in the world as a whole: their living conditions, livelihoods, social services, education and healthcare, human rights and political representation. Several of the workshops, as I mentioned, directly addressed these issues and emphasized the need for building social resilience based on tolerance, solidarity and equity. This too is why, as academics, we should continue to initiate and engage in collective reflection and debate on how to foster and strengthen human communities and human solidarity. Finally, I want to thank the participants and workshop chairs for their contribution to the success of the conference. It was a pleasure for me to work with the university organizing team and with ISSEI’s team in bringing this about, and I am particularly proud that my university and the city of Zaragoza hosted this conference.


2018 ◽  

In his book 'Higher Education in 2040 - A Global Approach' (2017) Bert van der Zwaan developed a thought-provoking vision of the university of the future, based on a thorough discussion of current trends and on a large number of conversations with leaders in higher education worldwide. This book, 'Places of Engagement', offer reflections on themes discussed by Van der Zwaan, written by twenty of his peers and other opinion leaders from around the world. The book was written in honour of Bert van der Zwaan at the occasion of his departure as Vice-Chancellor of Utrecht University. With contributions by John Sexton, José van Dijck, Karl Dittrich, Dilly Fung, Michael Crow and many others.


2003 ◽  
Vol 15 (3) ◽  
pp. 497-499 ◽  
Author(s):  
DANTE CICCHETTI ◽  
STEPHEN P. HINSHAW

With the passing of Paul E. Meehl, Regents Professor of Psychology at the University of Minnesota, on February 14, 2003, the world lost one of the most influential clinical psychologists of the 20th century. The breadth of his interests, the preciseness and clarity of his thinking, the elegance of his writing, and his ability to integrate scientific and clinical matters of import were hallmarks of his illustrious career (see, e.g., Meehl, 1954, 1973, 1991). Yet, it is the very magnitude of his professional pursuits that defy categorization or even placement within a single field of inquiry. Whether they pertain to philosophical matters, measurement and psychodiagnostic issues, or elucidating psychopathological processes, Paul Meehl's contributions were seminal and established a base on which scholars could build their own theoretical and research perspectives. Although Paul certainly did not consider himself to be a developmental psychopathologist, his influence can be seen in the theoretical and methodological streams that have nurtured the emergence and growth of the field. Thus, it seems a fitting tribute to Paul that this Special Issue, “Conceptual, Methodological, and Statistical Issues in Developmental Psychopathology,” be dedicated in his honor.


2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Neil Buchanan

Professor Lind’s summary of the papers in this issue ably captures the range of topics addressed by the scholars who gathered for our conference at the University of Gävle last year. More importantly, she points out how well the various articles translate into the era of COVID-19. Even though no one could possibly have imagined the changes that we have experienced just since February of 2020, the issues of inequality, environmental degradation, international tax coordination, gender-and race-based unfairness, and so on have become even more important as the world explores how to move forward from this global tragedy. One of my long-term research projects has involved exploring the obligations between generations, in particular the “downward” obligations from older generations to younger generations that determine whether new members of society will thrive in the future.1 It is a source of inspiration but also some frustration that nearly every policy issue can be viewed from an intergenerational perspective—inspiration because it reminds us that all policy decisions have effects (direct and indirect) that carry into the future, but frustration because merely “having an impact in the future” does not necessarily make a policy question ripe for an intergenerational analysis and is thus too broad.


2019 ◽  
Vol 15 (3) ◽  
pp. 303-314
Author(s):  
Isaac Kamola

The decade-long revolution known as May ’68 is commonly framed as a political protest radiating out from European and North American universities. However, much is gained by instead viewing May ’68 within the context of both anticolonial struggle and the emergence of what Wallerstein terms “the world university system.” Understanding student protests within the context of anticolonial struggle, including within African universities, reveals the extent to which the neoliberal university we inhabit today is the product of a profound counterrevolution designed to undermine the promise of the university as a site of radical and anticolonial transformation.


2021 ◽  
Vol 74 (3-4) ◽  
pp. 427-434
Author(s):  
Thera Marie Crane ◽  
Johanna Nichols ◽  
Bastian Persohn

Abstract Actionality (also referred to by labels such as “lexical aspect” or “aktionsart”) is the semantic dimension that encodes the constituent phases and boundaries of situations. Despite its central role in aspectual interpretation, careful language-specific descriptions and typological surveys of actional systems have been rare thus far. In this introduction, we describe the steps that lead to the compilation of the present special issue. We discuss several theoretical and methodological challenges that both field linguists and typologists face when investigating actional systems in the languages of the world and we point out some of the important insights to be gained from such endeavors. We then proceed to give an overview of the individual and varied contributions that make up this issue.


2016 ◽  
Vol 4 (2) ◽  
pp. 59-61
Author(s):  
Evinc Dogan ◽  
Ibrahim Sirkeci

In this special issue of Transnational Marketing Journal, we brought together a selection of articles drawn from presentations at the Taste of City Conference 2016: Food and Place Marketing which was held at the University of Belgrade, Serbia on 1st September 2016. We have supported the event along with Transnational Press London. We thank to Goran Petkovic, the Faculty of Economics at the University of Belgrade, and Goran’s volunteer students team who helped with the conference organisation. Mobilities are often addressed within social sciences varying across a wide range of disciplines including geography, migration studies, cultural studies, tourism, sociology and anthropology. Food mobilities capture eating, tasting, producing and consuming practices as well as traveling and transferring. Food and tastes are carried around the world, along the routes of mobility through out the history. As people take their own culture to the places, they take their food too. Food meets and mingles with other cultures on the way. Fusion food is born when food transcends the borders and mix with different ingredients from different culinary traditions. Although certain places are associated and branded with food, it is a challenging job to understand the role of food and taste in forming and reformulating the identity of places. 


2021 ◽  
Vol 12 (2-3) ◽  
pp. 157-183
Author(s):  
Nikos Christofis

Abstract The transnational phenomenon that was “1968” was felt keenly around the globe with direct and virtually immediate impact. Turkey stands as a clear example, wherein the development and dynamism of the “Western” student movement had an immediate impact and shaped developments unfolding in Turkey at the time. As elsewhere in the world, “1968” did not hit Turkey out of thin air. The “1968 generation,” and the student movement in general, was mainly Kemalist, one of the significant characteristics that differentiated it from others. It first emerged as a student movement focused on reform within the university system, but toward the end of the 1960s, it evolved into a revolutionary movement, eventually deploying revolutionary violence from 1971–72.


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