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Between Europe and the Middle East

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.

The Middle East and Europe
Michelle Pace
Jan Claudius Völkel

, the Lebanese University in Beirut in 1951 and Mohammed V University in Rabat in 1957. These universities were meant to trigger unprecedented, independent and decolonised knowledge production, yet in reflection of ‘European best practice and to some extent the strengths of their colonial masters’ (Waterbury, 2020 : ch. 2). With this expectation of ‘liberating’ the Arab peoples, the MENA’s modern universities were inherently political from their conception. Meanwhile, in Europe, educational establishments had also

in Knowledge production in higher education

The dynamic processes of knowledge production in archaeology and elsewhere in the humanities and social sciences are increasingly viewed within the context of negotiation, cooperation and exchange, as the collaborative effort of groups, clusters and communities of scholars. Shifting focus from the individual scholar to the wider social contexts of her work, this volume investigates the importance of informal networks and conversation in the creation of knowledge about the past, and takes a closer look at the dynamic interaction and exchange that takes place between individuals, groups and clusters of scholars in the wider social settings of scientific work. Various aspects of and mechanisms at work behind the interaction and exchange that takes place between the individual scholar and her community, and the creative processes that such encounters trigger, are critically examined in eleven chapters which draw on a wide spectrum of examples from Europe and North America: from early modern antiquarians to archaeological societies and practitioners at work during the formative years of the modern archaeological disciplines and more recent examples from the twentieth century. The individual chapters engage with theoretical approaches to scientific creativity, knowledge production and interaction such as sociology and geographies of science, and actor-network theory (ANT) in their examination of individual–collective interplay. The book caters to readers both from within and outside the archaeological disciplines; primarily intended for researchers, teachers and students in archaeology, anthropology, classics and the history of science, it will also be of interest to the general reader.

The case of Oscar Montelius and Italy
Anna Gustavsson

6 Geographies of networks and knowledge production: the case of Oscar Montelius and Italy Anna Gustavsson In this chapter, I aim to highlight the potential of thinking geographically when studying networks and the production of archaeological knowledge, by considering the contacts in Italy of the Swedish archaeologist Oscar Montelius (1843–1921, see Figure 6.2) and his work on Italian prehistory.1 Oscar Montelius was a pioneer of prehistoric archaeology from the late nineteenth century onwards. He is mainly known for his work on typology and chronology. His Om

in Communities and knowledge production in archaeology
Some concluding reflections
Michelle Pace
Jan Claudius Völkel

Research and teaching as core elements in European-MENA knowledge production What does the world ‘beyond the canal’ look like? , was a driving question for the young Taha Hussein (see our introduction to this volume). The knowledge produced about Europe, as well as about the Middle East and North Africa (MENA), became a lasting matter of his professional and personal life. It has also been the core focus of this edited volume which nuances how such knowledge has been produced, why it was

in Knowledge production in higher education
Navigating between Syria and the UK
Juline Beaujouan

inspired these insights is still ongoing and offers lessons drawn from a learning-by-doing process. As such, this chapter raises questions and makes suggestions on potential methodological approaches to conducting collaborative research that deserve further problematisation at a later point. It hopes to encourage self-reflection on the role and impact of European research on societies of the Global South and contribute to the current trend towards a fairer approach of research and knowledge production in the Middle East and

in Knowledge production in higher education
The case of Le Menagier de Paris
Glenn Burger

16 2 Knowledge production in the late-​medieval married household: the case of Le Menagier de Paris Glenn D. Burger At the beginning of the Menagier de Paris, the much older husband-​ narrator reminds his young wife of a request that she made to him one night shortly after their wedding: My dear, because you were only fifteen years old the week we were married, you asked that I be indulgent about your youth and ­inexperience until you had seen and learned more. You expressly promised to listen carefully and to apply yourself wholeheartedly to preserving my

in Household knowledges in late-medieval England and France
Liam Harney
Jane Wills

second was designed to develop solutions to pressing concerns. In the event, two different groups of people were involved; twenty-four people took part in phase one and nineteen in phase two. However limited in scale and depth, the E14 expedition provided a mechanism to think about what pragmatic social science might look like. The research was focused on understanding the infrastructure needed to allow people to engage in community-based relationships created for research, knowledge production and action. It highlighted questions about the role to be played by

in The power of pragmatism
A Review of Biographies about James Baldwin
William Henry Pruitt III

This review essay compares the research methodologies and narrative strategies of Baldwin biographies as well as their main claims. Analyzing these books in their chronological order, it seeks to chart a history of book-length knowledge production about the dynamics between Baldwin’s ideas, art, personal life, and public roles. The conclusion of this review essay heralds the future of biographical research in Baldwin Studies. It also proposes two new narratives about Baldwin: a chronicle of his responses to the Federal Bureau of Investigation’s surveillance of him and a broader chronicle of his responses to Cold War conservatism.

James Baldwin Review
Open Access (free)
Phoebe Shambaugh
Bertrand Taithe

, the papers in this issue emphasise the dialogue between academic and practice-based knowledge production. The first research article, by Hugo Carnell, offers a historical analysis of three specific cases of plague epidemic to inform a discussion of the potential threat of a fourth plague pandemic, which he particularly locates in humanitarian and displacement contexts. In his periodic selection of the Marseille (1720–22), San Francisco (1900–04) and Madagascar (2017) epidemics, he emphasises the

Journal of Humanitarian Affairs