Comparing apples and oranges frequently, this is what we do when we talk about similarities and differences regarding higher education in the United States and Europe. Based on the assumption that higher education policy texts are cultural texts to be interpreted, this book deconstructs four US American cultural narratives within higher education (co-opetition, the frontier myth, McDonaldization, and the narrative of security), and compares these to discourses prevailing in Europe. Disputing the prevalent claim that both the recent European higher education transformation initiative, the Bologna Process, and the establishment of the European Higher Education Area (EHEA) have had absolutely no impact on US institutions of higher learning, this study proves that cultural narratives in the last decade have strongly determined political and structural developments in higher education on both sides of the Atlantic. This book therefore adds another facet to the transatlantic dialogue on higher education by providing a cultural critical perspective, including the Foucauldian theory of governmentality as well as aspects of postcolonial theory.

»Transatlantic Caribbean« widens the scope of research on the Caribbean by focusing on its transatlantic interrelations with North America, Latin America, Europe and Africa and by investigating long-term exchanges of people, practices and ideas. Based on innovative approaches and rich empirical research from anthropology, history and literary studies the contributions discuss border crossings, south-south relations and diasporas in the areas of popular culture, religion, historical memory as well as national and transnational social and political movements. These perspectives enrich the theoretical debates on transatlantic dialogues and the Black Atlantic and emphasize the Caribbean's central place in the world.

In the last twenty years, transnational perspectives have gained momentum in the field of historical-educational research. Scholars have made substantial efforts to rethink nation-based historiographies by reconstructing and reinterpreting the cross-border encounters and intertwined processes that have turned the history of education into a transnational enterprise. A closer look at specific transnational spaces furthers a better understanding of these processes. Against this backdrop, the book offers case studies focusing on transatlantic encounters with special regard to the manifold entanglements between Germany and the United States of America that represent one of the most complex, dynamic, and vivid educational spaces between the eighteenth and twentieth century. Drawing on excellent source material, each contribution examines interaction processes as the genuine transformative moment within any cross-border transfer, and investigates exchanges of concepts, institutions, and materials. Under this premise, the book draws attention to shifting trajectories in the German-American history of education that can be identified by focusing on long-lasting transnational entanglements. By offering a wide range of research approaches, the publication furthermore contributes innovative methodological thoughts to transnational histories of education that go beyond the German-American context and will interest students, emerging researchers, and experts of history of education.

Transatlantic, Transcultural, and Transnational Dialogues on Identity, Culture, and Migration analyzes the diasporic experiences of migratory and postcolonial subjects through the lenses of cultural studies, critical race theory, narrative theory, and border studies. These narratives cover the United States, the U.S.-Mexico border, the Hispanophone Caribbean, and the Iberian Peninsula and illustrate a shared diasporic experience across the Atlantic. Through a transatlantic, transcultural, and transnational lens, this volume brings together essays on literature, film, and music from disparate geographic areas: Spain, Cuba and Jamaica, the U.S.-Mexico border, and Colombia. Throughout the volume, the contributors explore intertextual transatlantic dialogues, and migratory experiences of diasporic subjects and queer subjectivities. The chapters also examine the use of language to preserve Latinx culture, colonial and Spanish cultural exchanges, border identities, and race, gender, identity, and cultural production. In turn, these diasporic experiences result from transatlantic, transcultural, and transnational phenomena that converge in a globalized society and aid in questioning the artificial boundaries of nation states.

As a medium for communication between the EU and the USA, law has the ability to provide unique insights into the state of contemporary transatlantic relations. A Transatlantic Community of Law offers legal perspectives on the emerging institutional characteristics of transatlantic relations and contemporary rule-making in both trade and security. Making use of rule of law analysis which has hitherto not been conducted in transatlantic relations scholarship, it draws together EU law, governance and rule-making scholarship and offers new ways of thinking about the use of law and contemporary transatlantic institutions.

The importance of innovation and technology today brings with it a need for change in the definition of doctoral education, in the training of researchers, doctoral research itself, and in the dissemination areas targeted by doctoral theses. In Europe, doctoral education is the focus of wide-ranging reform in order to achieve coherence in higher education. Doctoral Education in Architecture: Challenges and Opportunities deals with a topic on which there is currently little literature available. While there are a considerable number of publications on doctoral education in general and in country-specific contexts, field-specific publications are rare. This book contains data obtained from a pilot study set up by the editors on “The Nature and Structure of Doctoral Studies in Architecture”, as well as excerpts from a workshop based on this study, held at Istanbul Technical University Faculty of Architecture. It includes excerpts from the discussion sessions and contributions on contexts, conditions, and problems in architectural schools in several European countries. This volume provides an overview and insight for future challenges for doctoral education in the field of architecture. Contributors include: Gülsün Sağlamer; Fatma Erkök; Gary Moore; Kemal Gürüz; Hans Beunderman; Murray Fraser; Stefan Simion; Katalin Marótzy; Vilma Hastaoglou-Martinidis; Georgios Papakostas; Constantin Spyridonidis; Olivier Masson; Jean Stillemans; Pelin Dursun; and Philip Ursprung.