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Statecraft and study abroad: Imagining, narrating and reproducing the state

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Statecraft and study abroad : Imagining, narrating and reproducing the state . / Lansing, Jade; Farnum, Rebecca Leanne.

In: International Journal of Development Education and Global Learning, Vol. 9, No. 1, 06.2017, p. 3-17.

Research output: Contribution to journalArticlepeer-review

Harvard

Lansing, J & Farnum, RL 2017, 'Statecraft and study abroad: Imagining, narrating and reproducing the state ', International Journal of Development Education and Global Learning, vol. 9, no. 1, pp. 3-17. https://doi.org/10.18546/IJDEGL9.1.02

APA

Lansing, J., & Farnum, R. L. (2017). Statecraft and study abroad: Imagining, narrating and reproducing the state . International Journal of Development Education and Global Learning, 9(1), 3-17. https://doi.org/10.18546/IJDEGL9.1.02

Vancouver

Lansing J, Farnum RL. Statecraft and study abroad: Imagining, narrating and reproducing the state . International Journal of Development Education and Global Learning. 2017 Jun;9(1):3-17. https://doi.org/10.18546/IJDEGL9.1.02

Author

Lansing, Jade ; Farnum, Rebecca Leanne. / Statecraft and study abroad : Imagining, narrating and reproducing the state . In: International Journal of Development Education and Global Learning. 2017 ; Vol. 9, No. 1. pp. 3-17.

Bibtex Download

@article{b2336d0708f34b32ab660f834755a341,
title = "Statecraft and study abroad: Imagining, narrating and reproducing the state ",
abstract = "Study abroad in higher education is on the rise, marketed as an effective way to produce global citizens and undermine international boundaries. In practice, however, programmes frequently reify rather than challenge states: participants 'study Morocco' rather than 'exploring Marrakech'. This framing reproduces real and imagined realities of the nation-state, presented as externally distinct and internally homogeneous. This article considers how study abroad discourses and practices in North America and Europe 'sell' developing states as abstract 'goods' embodying an authentic 'other'. A case study from Dar Si Hmad's Ethnographic Field School in southwest Morocco considers how various stakeholders reinforce and challenge this approach. The paper concludes by calling for a more nuanced conversation about the utility and impact of states as the predominant lens of overseas study. ",
keywords = "curriculum, development, global education, Morocco, study abroad, Dar Si Hmad, the state",
author = "Jade Lansing and Farnum, {Rebecca Leanne}",
year = "2017",
month = jun,
doi = "10.18546/IJDEGL9.1.02",
language = "English",
volume = "9",
pages = "3--17",
journal = "International Journal of Development Education and Global Learning",
issn = "1756-526X",
number = "1",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Statecraft and study abroad

T2 - Imagining, narrating and reproducing the state

AU - Lansing, Jade

AU - Farnum, Rebecca Leanne

PY - 2017/6

Y1 - 2017/6

N2 - Study abroad in higher education is on the rise, marketed as an effective way to produce global citizens and undermine international boundaries. In practice, however, programmes frequently reify rather than challenge states: participants 'study Morocco' rather than 'exploring Marrakech'. This framing reproduces real and imagined realities of the nation-state, presented as externally distinct and internally homogeneous. This article considers how study abroad discourses and practices in North America and Europe 'sell' developing states as abstract 'goods' embodying an authentic 'other'. A case study from Dar Si Hmad's Ethnographic Field School in southwest Morocco considers how various stakeholders reinforce and challenge this approach. The paper concludes by calling for a more nuanced conversation about the utility and impact of states as the predominant lens of overseas study.

AB - Study abroad in higher education is on the rise, marketed as an effective way to produce global citizens and undermine international boundaries. In practice, however, programmes frequently reify rather than challenge states: participants 'study Morocco' rather than 'exploring Marrakech'. This framing reproduces real and imagined realities of the nation-state, presented as externally distinct and internally homogeneous. This article considers how study abroad discourses and practices in North America and Europe 'sell' developing states as abstract 'goods' embodying an authentic 'other'. A case study from Dar Si Hmad's Ethnographic Field School in southwest Morocco considers how various stakeholders reinforce and challenge this approach. The paper concludes by calling for a more nuanced conversation about the utility and impact of states as the predominant lens of overseas study.

KW - curriculum

KW - development

KW - global education

KW - Morocco

KW - study abroad

KW - Dar Si Hmad

KW - the state

U2 - 10.18546/IJDEGL9.1.02

DO - 10.18546/IJDEGL9.1.02

M3 - Article

VL - 9

SP - 3

EP - 17

JO - International Journal of Development Education and Global Learning

JF - International Journal of Development Education and Global Learning

SN - 1756-526X

IS - 1

ER -

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