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Tag Archives: Ethnography

Higher Education

Higher Education


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Volume 12 Number 3, 2013, ISSN 1474-9041

Contemporary Methodological Diversity in European Higher Education Research: the value of narrative, autoethnography and collective biography


Sheila Trahar. Introduction. Contemporary Methodological Diversity in European Higher Education Research OPEN ACCESS

Lars Ulriksen, Henriette Tolstrup Holmegaard & Lene Møller Madsen. Weaving a Bridge of Sense: students’ narrative constructions as a lens for understanding students’ coping with the gap between expectancies and experiences when entering higher education

Andrea Abbas, Paul Ashwin & Monica McLean. Qualitative Life-grids: a proposed method for comparative European educational research

Marvi Remmik, Mari Karm & Liina Lepp. Learning and Developing as a University Teacher: narratives of early career academics in Estonia

Juana M. Sancho & Fernando Hernández-Hernández. Developing Autobiographical Accounts as a Starting Point in Research

Maureen Legge. Ordinary and Extraordinary Stories from Aotearoa New Zealand: a teacher educator’s autoethnographic account of the struggle to be bicultural

Sheila Trahar. Autoethnographic Journeys in Learning and Teaching in Higher Education

Monne Wihlborg. Using a Process of Collective Biography Writing in Higher Education to Develop an Ability to Explore, Reveal and Critically Reflect

May Britt Postholm. Classroom Management: what does research tell us?

Michalinos Zembylas & Zvi Bekerman. Integrated Education in Conflicted Societies: is there a need for new theoretical language?

Access to the full texts of current articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription. There is open access for older issues. PLEASE NOTE: to accommodate the increasing flow of quality papers this journal will expand to 6 numbers per volume/year as from Volume 13, 2014.

PERSONAL SUBSCRIPTION Subscription to all numbers of the January-December 2013 volume (this includes full access to ALL back numbers) is available to private individuals at a cost of US$50.00. If you wish to subscribe you may do so immediately at

LIBRARY SUBSCRIPTION (institution-wide access). If you are working within an institution that maintains a Library, please urge them to purchase a Library subscription so access is provided throughout your institution; full details for libraries can be found at

CALL FOR PAPERS For all editorial matters, including articles offered for publication, please contact the Editor, Professor Martin Lawn (

In the event of problems concerning subscription, or difficulty in gaining access, please contact the publishers at




Cold Hands & Quarter Moon, ‘Stagnant’ at: (new remix, and new video, 2012)  

‘Cheerful Sin’ – a song by Victor Rikowski:


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Session at the AAA Annual Meeting
San Francisco, November 14-18, 2012

The Global Uprisings of 2011 and the Anthropology of Direct Democracy

Critical theorists, including Slavoj Zizek (2011), Judith Butler (2011), and Michael Hardt and Toni Negri (2011), have framed the protest movements of 2011 as a response to a fundamental crisis of representative politics. The response—from Northern Africa, through Southern Europe to North America—has, in many cases, centered on a radicalization of democracy, especially an embrace of direct democracy. Our knowledge of these directly democratic experiments remains, however, inchoate. Little description and analysis is available on the specific forms of directly democratic practice enacted in settings as distinct as the Casbah in Tunis, Tahrir Square in Cairo, Syntagma Square in Athens, Puerto del sol in Madrid, Tel Aviv’s tent city, the Wisconsin statehouse as well as the hundreds of encampments associated with the Occupy Movement.

The need for ethnographic accounts of direct democracy is especially urgent because many movements have refused official representatives of their practices and because democracy has been extended beyond formal institutions into new spheres of life. By inviting initial ethnographic accounts of direct democracy, this panel hopes to contribute to the growing anthropology of democracy (Appadurai 2001, 2007; Brown 2006; Paley 2002, 2008; Shore 2000). The focus on direct democracy, which has been relatively neglected within anthropology, responds to David Nugent’s (2002, 2008) call for an unsettling of “normative democracy”—i.e. the dominance of a certain liberal variant of democracy—through a description of “alternative democracies,” especially those unique conceptions of democracy emerging among subaltern movements, groups, and peoples that allow us to think outside dominant assumptions. Proposed papers can address any of the movements that emerged in the wake of the 2011 uprisings around the globe, including but not restricted to the Occupy Movements or other recent struggles that have adopted directly democratic forms and practices. Please feel to contact me with any questions.


Please send a title and abstract of no more than 250 words to Maple Razsa by March 10, 2012.


‘Human Herbs’ – a new remix and new video by Cold Hands & Quarter Moon:

‘Stagnant’ – a new remix and new video by Cold Hands & Quarter Moon:  

‘Cheerful Sin’ – a song by Victor Rikowski:

‘The Lamb’ by William Blake – set to music by Victor Rikowski:

Posted here by Glenn Rikowski

The Flow of Ideas:

Rikowski Point:


Online Publications at:

Glenn Rikowski on Facebook at:


ISSN 1740-2743

The Journal for Critical Education Policy Studies is a free e-journal published by The Institute for Education Policy Studies (IEPS)

IEPS is an independent Radical Left/ Socialist/ Marxist institute for developing policy analysis and development of education policy. It is at:

The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education.

The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies; new public managerialism and academic / non-academic labour, and empowerment/ disempowerment. JCEPS welcomes articles from academics and activists throughout the globe. It is a refereed / peer reviewed/ peer juried international journal.

Volume 7, Number 1:
June 2009

Michael Viola, University of California Los Angeles, USA
The Filipinization of Critical Pedagogy: Widening the Scope of Critical Educational Theory

Mike Cole, Bishop Grosseteste University College, Lincoln, England
On ‘white supremacy’ and caricaturing, misrepresenting and dismissing Marx and Marxism: a response to David Gillborn’s ‘Who’s Afraid of Critical Race Theory in Education’

Guy Senese, Northern Arizona University, USA
‘Like the Other Kings Have:’ a theory of sovereignty and the persistence of inequality in education

Helena Sheehan, Dublin City University, Ireland
Contradictory transformations: observations on the intellectual dynamics of South African universities

Anastasia Liasidou, Roehampton University, London, England
Critical Policy Research and Special Education Policymaking: A Policy Trajectory Approach

Antoinette Errante, Ohio State University, Columbus, Ohio, USA
Structure, Agency and Cultural Capital as Control over Knowledge Production in Policy Formation: Mozambique’s Education Sector Strategic Plan

Angela C. de Siqueira, Universidade Federal Fluminense, Brazil
Higher Education Reform in Brazil: Reinforcing Marketization

Pierre W. Orelus, New Mexico State University, USA
Beyond Political Rhetoric and Discourse: What type of educational, socio- economic, and political change should educators expect of President Barack Obama?

Sara Zamir, Ben-Gurion University at Eilat, Israel, and Sara Hauphtman, Achva Academic College of Education, Israel
The portrayal of the Jewish figure in Literary Texts Included in the Present Matriculation Curriculum in Hebrew for Students of the Arab Sector in Israel

Phoebe Moore, University of Salford, England
UK Education, Employability, and Everyday Life

Rebecca A. Goldstein, Montclair State University, New Jersey, USA, and Andrew R. Beutel, Ramapo Ridge Middle School, Mahwah, New Jersey, USA
‘Soldier of Democracy’ or ‘Enemy of the State’? The rhetorical construction of teacher through ‘No Child Left Behind’

Stephen Philion, St. Cloud State University, Minnesota, USA
Is Race Really Controversial in the University Classroom?

Michelle Early Torregano and Patrick Shannon, Penn State University, Pennsylvania, USA
Educational Greenfield: A Critical Policy Analysis of Plans to Transform New Orleans Public Schools

Dennis Beach and Margata Carlen, University College Borås, Sweden
New partnerships – New interests: An ethnographic investigation some of the effects of employer involvement in trade union education

Rodolfo Leyva, Kings College London, University of London, UK
No Child Left Behind: A Neoliberal Repackaging of Social Darwinism

Ioannis Efstathiou, Institute of Education, University of London, UK
Enhancing Students’ Critical Awareness in a Second Chance School in Greece: Reality or Wishful Thinking?

Mompati Mino Polelo, University of Botswana, Gaborone, Botswana
The Small State, Markets and Tertiary Education Reform in a Globalised Knowledge Economy: Decoding Policy Texts in Botswana’s Tertiary Education Reform

Posted here by Glenn Rikowski

The Flow of Ideas: