Dominant or Dominating? Imaginaries of Higher Education in Turkey and Northern Syria

Autor/inn/en	Rubin, Jee; Bose, Lakshmi S.
Titel	Dominant or Dominating? Imaginaries of Higher Education in Turkey and Northern Syria
Quelle	In: Globalisation, Societies and Education, 21 (2023) 2, S.252-265 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2022.2124402
Schlagwörter	Foreign Countries; Higher Education; Authoritarianism; Political Attitudes; Violence; Power Structure; Universities; Turkey; Syria + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Autoritarismus; Political attitude; Politische Einstellung; Gewalt; University; Universität; Türkei; Syrien
Abstract	This paper examines the ways in which administrators, academics and students living under conditions of authoritarianism come to imagine the university's political possibilities and horizons. To this aim, we first consider how alternative imaginaries are constructed and contained at Bogaziçi University, where the parameters of political possibility are pre-figured both by the current ruling regime and the enduring histories of empire that pre-date it. Then, we turn to Aleppo countryside, where we compare Syrian opposition universities to newly established Turkish ones. In doing so, we attempt to trace the ideational lifeline of Syria's revolutionary imaginary as it persists in higher education under conditions of disillusionment and co-optation. When taken together, we argue, these two cases point not to the primacy of belief in creating or sustaining imaginaries, but rather to the constitutive role of violence, coercion and control in shaping notions of who and what the university is for. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01