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This book shows the effect philanthropy can have in transferring technology in transitional societies that are turning themselves upside down. It further demonstrates that retraining of people and changing their "mindset" are as important as the technology itself.
A vivid account of growing up during The Great Depression on a hardscrabble farm in a family of thirteen children of former sharecropping Polish immigrants.
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1959. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived
This multidisciplinary volume highlights the transformed nature of the relationship between higher education and society in the 21st century. In particular, it argues that the development of the global university, especially in the non-western world, has transformed the traditional understanding of the relationship between higher education and society. This has important implications for the relations of state, as education has not only become an object of national development policy but for many states an important export. The history of the university reflects the decisive social transformations which have given definition and identity to both new nations and modern societies. In the post-war period, universities in the industrialized world underwent a radical shift. The mass expansion of higher education ensured that universities were no longer centers designed to train youth to assume the leadership positions held by previous generations. Instead universities were to become centers where job skills could be imparted and knowledge produced, refined and used in the newly emerging Cold War economies, and where students could develop the skills necessary for employment in a changing world. Rather than focusing on the refinement of future leaders, the task of the university became linked to the development of economically exploitable technical knowledge. A shift of comparable magnitude is now ongoing in the nature of higher education itself. Globalization has led to the growth of knowledge communities around the world, mirroring the rise of centers for global finance in previous decades. In the Middle East and Asia the demands of the knowledge-based economy have led to the opening of new indigenous universities and branch campuses and partnerships with established European and North American universities. Education City in Qatar, for instance, has received or been pledged more than 200 billion dollars since its inception. The growth of new indigenous universities has altered the traditional role of the university further, increasing the emphasis on courses which are close to the marketplace. These new partnerships have contributed to the creation of what is now referred to as the global university.
Drawing on two decades of interviews and ethnographic fieldwork (1998–2018), this book presents a unique and multi-faceted history of youth development in South Africa through the lens of a South African non-governmental organization (NGO) prominent in youth development from the mid-1980s until 2008. The book weaves history, ethnography, and discourse analysis to contextualize the Joint Enrichment Project (JEP) in the politics and history of South African education. It examines JEP’s role leading up to and during South Africa’s transition to democracy, its work and influence in post-apartheid South Africa, and the continued relevance of its legacy to contemporary initiatives seeking to address youth development and social justice. While JEP repeatedly repositioned itself as an organization, from fighting the effects of apartheid on young people to becoming a potential partner with the new African National Congress (ANC)-led government, its most significant role may have been to reposition people. After tracing JEP’s twenty-year history, the book focuses on the participants in a 1998 Youth Work Scheme, exploring their learning experiences and the program’s immediate impact on their lives. It then revisits these participants twenty years later in 2018, analyzing their life trajectories after JEP and comparing them with the life trajectories of former JEP staff over the same period—shedding light on broader patterns of socio-economic reproduction and change in the country. The book concludes with a discussion of a perennial paradox facing youth development institutions. This book will be of great interest to academics, researchers and post-graduate students in the fields of education, international development, anthropology, and African studies.
Awarded the Tudor Vianu Prize for Literary and Cultural Theory by the National Museum of Romanian Literature. Over the past 30 years, the fields of world literature and world cinema have developed on parallel but largely separate tracks, with little recognition of their underlying similarities and the ways that each can learn from the other. Time Regained does not move from literature to cinema, but exists simultaneously in both fields. The 7 filmmakers selected here, Andrei Tarkovsky, Akira Kurosawa, Martin Scorsese, Raúl Ruíz, Wong Kar Wai, Stephen Daldry, and Paolo Sorrentino, are themselves also writers or people with literary training, and they produce a new type of world cinema thanks to their understanding of the world simultaneously through literature and film. In the process, their films produce new readings of literary texts that world literature studies wouldn't have been able to achieve with its own instruments. Time Regained examines how filmmakers build on literature to reconfigure the world as a landscape of dreams and how they use film to reinvent the narrative techniques of the authors on whom they draw. The selected filmmakers draw inspiration from French surrealists, modernists Marcel Proust, Virginia Woolf, and Marguerite Yourcenar, and predecessors such as Dante and Cao Xueqin. In the process, these filmmakers cross the borders between film and literature, nation and world, dream and reality.