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In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.
With a selected focus on Europe and the Middle East and North Africa (MENA), Knowledge production in higher education presents a reflexive understanding of how Europe is taught and studied at MENA universities and how knowledge about the MENA is produced in Europe. This focus is based on the observation that higher education is rarely an apolitical space and an acknowledgement of how ‘every view is a view from somewhere’. It therefore explores the politics of institutes of higher education in view of often competing scholarly practices. Furthermore, it examines the historical evolution of French, German and Italian scholarship on the MENA; analyses the cases of Malta, Palestine and Turkey with their respective liminal characteristics in between the MENA and Europe, and how these impact on higher educational approaches to the study of the Other; considers critique as the driving force not only of the higher educational establishment but of liberal and illiberal contexts, with a specific focus on Denmark, the Netherlands and Egypt; and examines influences upon knowledge production including gender, the COVID-19 pandemic (with a focus on the UK and Syria) and think tanks.
emancipation from European domination (as external constraint), and in liberation from the centuries-old religious domination over higher education (as internal constraint). Initially, higher education materialised in the Arab world mainly at the religious study epicentres of Zitouna in Tunis (founded in 737), Qarawiyyin in Fez (859) and al-Azhar in Cairo (969). In the awakened nahda moment, new ‘flagship universities’ were founded across the Middle East 1 and North Africa (MENA): Cairo University in 1908, 2 Damascus University in 1923
This book provides a definitive examination of higher education: exploring its nature and purpose, and locating it in the context of the state and the market. It presents new research on an elite group: senior managers in universities. They are relatively powerful in relation to their students and staff but relatively powerless in relation to wider neo-liberal forces. Written in a clear, student friendly, accessible style, and drawing on policy analysis and interviews with those at the top three levels of university management, it provides an in-depth analysis of the structures, cultures and practices at that level and locates these in a cross national context. Through the eyes of these senior managers, we are able to understand this gendered world, where four fifths of those in these positions are men, and to consider the implications of this in a world where diversity is crucial for innovation. Despite the managerialist rhetoric of accountability, we see structures where access to power is effectively through the Presidents’ ‘blessing,’ very much as in a medieval court. We see a culture that is less than comfortable with the presence of women, and which in its narratives, stereotypes and interactions exemplifies a rather 19th century view of women. Sites and agents of change are identified: both in the universities and in the wider international policy context. Essential for undergraduate and postgraduate students and their lecturers in education, management, sociology policy and gender studies, it will challenge them to critically reflect on management and on higher education.
Introduction The paths of socialization we began to explore in the previous chapter, of course, continue as each child approaches adolescence, goes through this complex stage of their personal development, then comes out of it ‘the other side’, after leaving school in a variety of ways. During this period of ten to fifteen years, a great deal of time is spent in establishments of secondary, professional or higher education. As in many other countries, in France these forms of education are frequently, even constantly, the subject of intense public debate. If
4 Two key partners – (2) higher education Introduction Chapter 3 explored two particular issues before considering the region as a partner: the scope and diversity of regions, and the impact of national and global change. Two essential similar questions arise in relation to the other main partner in this study, higher education: what is the scope of HE and how do national and global forces affect the situation? On this ‘other side’ – higher education institutions as against public sector governance – there is a swelling literature on the transformation of higher
‘chilling effect’ on free speech has not come to pass. Nevertheless, the policy should be abolished because it is ineffective to the point of being counter-productive, and is built on poor foundations in terms of evidence. The key threat to the dynamics of contemporary higher education comes not from language that the Prevent duty has the potential to suppress but from the lexicon of safeguarding and vulnerability that has been developed to ease counter-radicalisation into public spaces. Prevent, radicalisation and terrorism Prevent is a key plank of the UK’s counter
7 Higher education intervention in the management of soil erosion and agricultural practice in Nigeria Idowu Biao and Roseline Tawo Introduction S oil erosion is a major ecological problem in Nigeria in general, but particularly in south-eastern Nigeria. In addition to being a major issue, the incidence of soil erosion in Nigeria is a long-standing problem and has been the subject of numerous high-level discussions since the beginning of the twentieth century. For example, Ofomota (2009) indicated that the Udi Forest Reserve and an antierosion plantation, also
Anti-racist scholar-activism raises urgent questions about the role of contemporary universities and the academics who work within them. As profound socio-racial crises collide with mass anti-racist mobilisations, this book focuses on the praxes of academics working within, and against, their institutions in pursuit of anti-racist social justice.
Amidst a searing critique of the university’s neoliberal and imperial character, Joseph-Salisbury and Connelly situate the university as a contested space, full of contradictions and tensions.
Drawing upon original empirical data, the book considers how anti-racist scholar-activists navigate barriers and backlash in order to leverage the opportunities and resources of the university in service to communities of resistance.
Showing praxes of anti-racist scholar-activism to be complex, diverse, and multifaceted, and paying particular attention to how scholar-activists grapple with their own complicities in the harms perpetrated and perpetuated by higher education institutions, this book is a call to arms for academics who are, or would like to be, committed to social justice.