The article examines methodological nationalism, a conceptual tendency that was central to the development of the social sciences and undermined more than a century of migration studies. Methodological nationalism is the naturalization of the global regime of nation-states by the social sciences. Transnational studies, we argue, including the study of transnational migration, is linked to periods of intense globalization such as the turn of the twenty-first century. Yet transnational studies have their own contradictions that may reintroduce methodological nationalism in other guises. In studying migration, the challenge is to avoid both extreme fluidism and the bounds of nationalist thought.

Methodological Nationalism, the Social Sciences, and the Study of Migration: An Essay in Historical Epistemology

Preface and Acknowledgments List of Abbreviations Prologue: The Bus 1. Introduction 2. The California Political Economy 3. The Prison Fix 4. Crime, Croplands, and Capitalism 5. Mothers Reclaiming Our Children 6. What Is to Be Done? Epilogue: Another Bus Notes

Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalizing California

This paper explores the recent debates on ethnographic writing by explicating four types of reflexivity: confessional, theoretical, textual, and deconstructive. It then illustrates how the author has incorporated such reflexive practices into his recent ethnographies. The paper generally advocates blending autobiography and ethnography into a ''cultural Marxist'' standpoint. This perspective also draws upon multiple epistemologies and feminist notions of science, and it highlights the importance of writing in ordinary language. Such narrative experimentation aims to replace the old scientific ethnographic realist narrative style with a more reflexive realist narrative style. The author argues that reflexive epistemological and narrative practices will make ethnography a more engaging, useful, public storytelling genre.

Critical ethnography: The reflexive turn

The paper is a broad, comparative investigation of shifts in the educational rhetoric and policy of three countries over the past two decades. Using England, Canada and the United States as case studies, I argue that the spirit of multiculturalism in education has shifted from a concern with the formation of tolerant and democratic national citizens who can work with and through difference, to a more strategic use of diversity for competitive advantage in the global marketplace. This shift is directly linked with and helps to facilitate the entrenchment of neoliberalism as it supports a privatization agenda, reduces the costs of social reproduction for the government, and aids in the constitution of subjects oriented to individual survival and/or success in the global economy.

http://depts.washington.edu/rchild/TIBG%2003.pdf

Educating the national citizen in neoliberal times: from the multicultural self to the strategic cosmopolitan

Highlights the issues in feminist theory, epistemology and methodology. Combining introductory overviews with reflections, this title focuses on analytical approaches to gendered power differential ...

Hyde Barbara

Papers

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