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partnership? What are the paradoxical or contradictory aspects of our mandates, and how can we negotiate them? How can the anthropological perspective inform our own views of our field, inform our decisions, give depth to our practice?
Five years have passed since our first meeting in Paris where this project emerged. This volume is a result of our numerous email exchanges, skype sessions, and in-person meetings whenever either of us crossed the Atlantic, in which our knowledge, theoretical orientations, analytical perspectives, practical concerns, aspirations for the future of study abroad, and personal affective investments diverged, bounced off of each other, converged, and generated something new. This project is a milestone of our own continuing journeys for both of us.
Neriko Musha Doerr received a Ph.D. in cultural anthropology from Cornell University. Her research interests include politics of difference, language and power, and study abroad and alternative break experiences. Her publications include Meaningful Inconsistencies: Bicultural Nationhood, Free Market, and Schooling in Aotearoa/New Zealand (Berghahn Books), The Native Speaker Concept (Mouton de Gruyter), and Constructing the Heritage Language Learner (Mouton de Gruyter), and articles in Anthropological Forum, Compare, Critical Discourse Studies, Discourse: Studies in the Cultural Politics of Education, Identities: Global Studies in Culture and Power, and Journal of Cultural Geography. She currently teaches at Ramapo College in New Jersey, US.
Dr. Hannah Davis Taïeb is an international educator, teacher, and writer who was the director of CIEE’s Contemporary French Studies Program in Paris from 2003 to 2015. She has a Ph.D. in anthropology from New York University; her thesis, concerning unmarried women and changing conceptions of the self, was based on fieldwork in a middle-sized city in Morocco. After working with a research team in Lyon, Hannah settled permanently in France in 1992, where she first was the co-editor of a multilingual, multidisciplinary review, Mediterraneans, then taught intercultural and interpersonal communication at the American University of Paris before entering the field of study abroad in the year 2000. While at CIEE, she ran Franco-American seminars, joint classes and study trips on subjects like disability, religious diversity and secularism, anti-Semitism and Islamophobia, chaplaincy and religion in prison, and special education. Independently, Hannah continues to teach about popular culture and métissage, disabilities, and religious diversity, co-teaches a Franco-American intercultural communication class, and runs volunteer and exchange activities with a Paris youth club.
Notes
We are grateful to Natalie Zemon Davis, Cori Jakubiak, Yuri Kumagai, and Karen Rodriguez for their critical feedback on an earlier draft and to the editor and the anonymous peer reviewers at Berghahn Books for very helpful and stimulating comments we have endeavored to take into account. The text’s deficiencies are wholly our responsibility.
1. Hannah Davis Taïeb has led Franco-American seminars on themes such as Islamophobia and anti-Semitism, religion in everyday life through a reflection on the role of chaplains in prisons and hospitals, and disabilities.
2. Hannah Davis Taïeb has co-taught classes with Verena Aebischer of the University of Paris Nanterre (Paris X), with a joint student body including my Intercultural Communication students and her Social Psychology students; co-led workshops with Ita Hermouet of the Institut Catholique d’Enseignement Supérieur in La Roche sur Yon, with a joint student body of my study abroad students and French students bound for study abroad in the United States; and co-taught classes with Jérémy Arki at the University of Paris Diderot (Paris VII) with a class that was open to my own study abroad students and also to Paris-Diderot students.
3. Hannah Davis Taïeb is co-teaching a class entitled Community Service Learning: Social Justice/Solidarité, Diversity/Diversité, in which American students engage in tutoring French youth from a youth club in a low-income, diverse neighborhood. The class also involves joint discussions of topics such as race and “service”, and an independently funded voyage by four French high-school students from the club to US universities.
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