By Elizabeth Laird

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When viewed in their entirety, it is clear that the programs do not hold to any overall rule about the demarcation of onshore from offshore education, let alone any systematic educational philosophy. Though they lack a coherent profile, they show a clear pattern of exponential growth and expansion onto every continent — beginning, historically, with the Madrid and Paris study abroad programs in “Old” Europe — and into each regional market as it was declared open to foreign direct investment. While its eight study abroad sites are primarily for NYU students to send a semester abroad, places are offered to non-NYU students as and when vacancies open up.

Bibliography Bhattacharya, R. and Basole, A. “The Phantom of Liberty: Mo(der)nism and Postcolonial Imaginations in India,” in Rajani, K. Kanth (ed) (2009), The Challenge of Eurocentrism: Global Perspectives, Policy, and Prospects, Palgrave Macmillan, Basingstoke. Chakrabarty, D. (2000), Provincializing Europe: Postocolonial Thought and Historical Difference. Princeton University Press, Princeton. Mowitt, J. ” Cultural Critique, Minneapolis, v. 47. ❧ 38 ❧ Global University Pages 090918_Layout 1 9/18/09 2:31 PM Page 39 Global Assemblages vs.

E. at the institutional location of the academia. We believe that there are multiple sites of knowledge production in a society, the academy being only one of them. Academic practices constitute a distinct social process. ). ” Perhaps one can allude here to Gramsci’s famous quote that while all humans are intellectuals, not all perform the work of (professional) intellectuals. Although of course Gramsci is not concerned with the particular ❧ 37 ❧ Global University Pages 090918_Layout 1 9/18/09 2:31 PM Page 38 EurocEntriSm, thE univErSity & KnowlEdGE Production issue that we are dealing with here.

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