This will be the first in a long series of pointers to recent literature in the field of ethnography of higher education.
Neha Vora published an interesting paper last year in Anthropology & Education Quarterly, “Is the University Universal? Mobile (Re)Constitutions of American Academia in the Gulf States,” which looks at globalized higher education in the Persian Gulf. Framed within a postcolonial theory context, Vora sets out to examine what becomes of “universal” ideas about higher education in the Gulf Arab States, emphasizing that many of these universals obscure their own cultural origins as they spread outside the West through overseas campuses sponsored by Western elite universities. Vora’s paper is thus fundamentally skeptical of critiques of globalized higher education that obscure their own cultural origins, and one of her paper’s great merits is to underline the nationalist limits of higher education scholarship in much of the Global North, particularly in imperial/post-imperial societies. British critiques of higher education are usually deeply focused on Britain; French research on higher education generally focuses on France; and as Vora emphasizes, U.S. research on higher education is largely blind to non-American points of view. Vora cites a convincing example of an American scholar who dismisses an American academic collaboration in Doha “having never been there, seen the universities, nor spoken with the students herself.”