scholarly journals Postcolonial Feminisms and Introducing Sociology in the Imperium

2015 ◽  
Vol 101 ◽  
pp. 63-71 ◽  
Author(s):  
Jyoti Puri
Keyword(s):  
United States ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
The United States ◽  
Undergraduate Teaching ◽  
Teaching Sociology ◽  
Race Ethnicity ◽  
The Individual ◽  
Individual Self ◽  
Globalized World

This article addresses the limits of teaching sociology as a Eurocentric modernist discipline in the context of the postcolonial present. Living in a transnational and globalized world makes the most basic and fundamental sociological concepts woefully delimiting, since they are ahistoricized and universalized terms rooted in a very specific modernist life-world. Words such as ‘individual,’ ‘self,’ ‘society,’ and ‘social’ are used routinely in everyday parlance as if their meanings are self-evident. This is not surprising given that scholarship and undergraduate teaching in the United States have also rendered them as generic, self-evident words without unraveling them reflectively as concepts, much like the ways in which ‘nation,’ ‘state,’ ‘gender,’ ‘race,’ ‘ethnicity,’ ‘sexuality,’ ‘citizen,’ ‘immigrant,’ ‘migrant,’ and ‘other,’ have been shown to reflect particular modern, liberal understandings. What scholarly, disciplinary and pedagogical challenges are faced when notions such as the ‘individual’ and ‘self’ are interrogated in the classroom from transnational and postcolonial perspectives? Writing from the standpoint of an immigrant feminist sociologist teaching in liberal arts colleges in northeast United States, I reflect on strategies that draw students toward a critical engagement with sociology while coming to grips with subject positions and political and cultural histories that shape such engagements.

scholarly journals Trends in Public and Global Health Education among Nationally Recognized Undergraduate Liberal Arts Colleges in the United States

2018 ◽  
Vol 98 (5) ◽  
pp. 1228-1233 ◽  
Author(s):  
Patrick A. Robinson ◽  
Kate K. Orroth ◽  
Lauren A. Stutts ◽  
Patrick A. Baron ◽  
David R. Wessner
Keyword(s):  
United States ◽  
Health Education ◽  
Global Health ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
The United States ◽  
Global Health Education

Collaborations in Liberal Arts Colleges in Support of Digital Humanities

2016 ◽  
pp. 31-60
Author(s):  
Lisa M. McFall ◽  
Janet Thomas Simons ◽  
Gregory Lord ◽  
Peter J. MacDonald ◽  
Angel David Nieves ◽  
...  
Keyword(s):  
United States ◽  
Liberal Arts ◽  
Digital Humanities ◽  
Liberal Arts Colleges ◽  
The United States ◽  
International Partnerships ◽  
Hamilton College ◽  
Liberal Arts Institution ◽  
Information Technology Services ◽  
Technology Services

The field of digital humanities has been rapidly expanding over the course of the last decade. As such, academic institutions have been working to identify ways of supporting these new endeavors in a time of economic struggles. The Digital Humanities Initiative (DHi) at Hamilton College was conceived as one possible model of supporting digital humanities scholarship at a liberal arts institution. The DHi model relies heavily on collaboration among different teams in the Library and Information Technology Services across campus, and with institutions across the United States. DHi also has international partnerships that promote its goals in research, learning, and public humanities. This chapter will describe the various collaborations of DHi and offer suggestions for how others can implement similar support models at their institutions.

scholarly journals Top-tier liberal arts colleges in the United States and the struggle for racial diversity: re-stating the problem and re-crafting its solution

2021 ◽  
Author(s):  
Richard Leonard Goerwitz
Keyword(s):  
United States ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Racial Diversity ◽  
The United States ◽  
Alternate Assessment ◽  
Dominant Culture ◽  
Recruitment Pattern ◽  
Post Secondary ◽  
First Time

This study concludes that, despite a rising din of criticism, and despite the existence of alternate assessment frameworks, top-tier liberal arts colleges in the United States measure themselves along axes of wealth and exclusivity, and prioritize their operations accordingly. Paradoxically, though, they articulate diversity, particularly racial diversity, as a key goal. To reconcile their exclusivity with racial diversity, such institutions recruit students that, regardless of race, arrive on campus pre-acculturated to the dominant White culture—a self-defeating recruitment pattern that tends to exclude students not so acculturated. This study reviews various ways such institutions can go about discussing and resolving this inherent conflict at the institutional level and in so doing support minority students from more typical schools and neighborhoods, who become fully immersed in the dominant culture for the first time only upon initiating their post-secondary education.

scholarly journals Institutional models for adjudicating plagiarism in the United States

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrew D Garner ◽  
Larry Hubbell
Keyword(s):  
United States ◽  
Academic Dishonesty ◽  
Liberal Arts ◽  
Process Model ◽  
Liberal Arts Colleges ◽  
The United States ◽  
Public Institutions ◽  
Decision Makers ◽  
Student Centered ◽  
Incentive Structures

There is considerable variation in how colleges and universities across the United States adjudicate plagiarism. This article formulates three separate models that reflect differing administrative approaches in these institutions and discusses how each model alters the incentive structures for both students and faculty when it comes to preventing and mediating instances of academic dishonesty. Among highly selective private liberal arts colleges, the authors find that many schools employ a 'student-centered' model that allows students control over much of the decisionmaking process. In contrast, many larger universities and public institutions engage in a more litigation-averse'due process' model where faculty and administration are the primary decision-makers. Finally, the authors consider the presence of a potential de facto 'classroom manager' model where adjudication of academic dishonesty is handled primarily by the professor outside of any independent institutional process. These models reflect general typologies reflecting different institutional and organisational cultures that can lead to different incentive structures for faculty and students when confronted with instances of academic dishonesty.

‘A Routh O’ Auld Nick-Nackets’ – the antiquarian collection of John Rae

2015 ◽  
Vol 36-37 (1) ◽  
pp. 163-183
Author(s):  
Paul Taylor
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Social Context ◽  
Moral Education ◽  
The United States ◽  
Representative Case ◽  
National Museums ◽  
The Individual ◽  
The University

John Rae, a Scottish antiquarian collector and spirit merchant, played a highly prominent role in the local natural history societies and exhibitions of nineteenth-century Aberdeen. While he modestly described his collection of archaeological lithics and other artefacts, principally drawn from Aberdeenshire but including some items from as far afield as the United States, as a mere ‘routh o’ auld nick-nackets' (abundance of old knick-knacks), a contemporary singled it out as ‘the best known in private hands' (Daily Free Press 4/5/91). After Rae's death, Glasgow Museums, National Museums Scotland, the University of Aberdeen Museum and the Pitt Rivers Museum in Oxford, as well as numerous individual private collectors, purchased items from the collection. Making use of historical and archive materials to explore the individual biography of Rae and his collection, this article examines how Rae's collecting and other antiquarian activities represent and mirror wider developments in both the ‘amateur’ antiquarianism carried out by Rae and his fellow collectors for reasons of self-improvement and moral education, and the ‘professional’ antiquarianism of the museums which purchased his artefacts. Considered in its wider nineteenth-century context, this is a representative case study of the early development of archaeology in the wider intellectual, scientific and social context of the era.

scholarly journals Biden Administration Relies on Constitutional Authority and Unwilling or Unable Theory of Self-Defense for Airstrikes in Syria

2021 ◽  
Vol 115 (3) ◽  
pp. 567-572
Keyword(s):  
United States ◽  
The United States ◽  
Military Force ◽  
Legal Authority ◽  
Military Policy ◽  
Presidential Approval ◽  
War Powers ◽  
Self Defense ◽  
Drone Strikes ◽  
Individual Self

On February 25, 2021, the United States conducted a strike targeting Iranian-backed militia group facilities in Syria. The strike, which came in response to a February 15, 2021 attack on U.S. interests in Iraq, marked the Biden administration's first known exercise of executive war powers. As domestic authority for the strike, President Joseph Biden, Jr. cited his authority under Article II of the U.S. Constitution and did not rely on the 2001 or 2002 Authorizations for the Use of Military Force (AUMFs). For international legal authority, Biden relied on individual self-defense under Article 51 of the UN Charter, stating that Syria was “unwilling or unable” to prevent further attacks on the United States by these non-state actors within its territory. The strikes garnered mixed reactions from Congress, where efforts are underway to repeal or reform extant AUMFs as well as the War Powers Resolution (WPR). The Biden administration is also undertaking a review of current U.S. military policy on the use of force, and during this process, it has prohibited drone strikes outside of conventional battlefields, absent presidential approval.

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