|Y Combs of languages with arts/humanities Total||6824||7355|
|Y Combs of languages Total||1574||1597|
|Y Combs of social studies/bus/law with languages Total||1693||2531|
|Y Combs of phys/math science with arts/humanities/languages Total||1280||2484|
|Y Combs of science/engineering with arts/humanities/languages Total||6305||8433|
|R0 - European Langs,Lit & related: any area Total||5||55|
|R1 - French studies Total||776||688|
|R2 - German studies Total||271||292|
|R3 - Italian studies Total||58||65|
|R4 - Spanish studies Total||448||467|
|R5 - Portuguese studies Total||1||1|
|R6 - Scandinavian studies Total||16||14|
|R7 - Russian and East European studies Total||94||88|
|R8 - European studies Total||18||121|
|R9 - Others in European Langs,Lit and related Total||538||1052|
|RR - Combinations within European Langs,Lit and related Total||2170||1733|
|Z No preferred subject line Total||70||0|
|Total European Languages||4465||4576|
|T1 - Chinese studies Total||180||207|
|T2 - Japanese studies Total||398||192|
|T3 - South Asian studies Total||16||61|
|T4 - Other Asian studies Total||32||18|
|T5 - African studies Total||12||23|
|T6 - Modern Middle-Eastern studies Total||118||101|
|T7 - American studies Total||518||502|
|T9 - Others in non-European Langs & related Total||73||267|
|TT - Combinations within non-European Langs & related Total||29||63|
|Z No preferred subject line Total||835||0|
|Total non-European Languages||2211||1434|
Liz Lightfoot’s recent article “The value of area studies” in British Academy Review succinctly outlines the difficulties and challenges facing departments of area studies. In the eight plus years I have held the area studies remit for the Subject Centre for Languages, Linguistics and Area Studies, discussions about area studies invariably focus on the identity of the field–for example in 2004 LLAS ran a workshop entitled the Disciplinary Identity of Area Studies. In 2005, I attended a workshop entitled The Future of Interdisciplinary Area Studies run by the University of Oxford. In many respects the British Academy event The role of Area Studies in Higher Education in November 2010 was a revisiting of the Oxford conference. I even had the opportunity to reacquaint myself with many of the same people.
When I joined LLAS in 2003 my primary role was to run the Area Studies Project. A key aim of that project was build up an area studies community. There have been some successes. Driven by the project and in particular the vision of Dick Ellis, the then chair of the Area Studies Specialist Advisory Group the UK Council for Area Studies Associations (UKCASA) was formed in November 2003. It is pleasing to see that UKCASA is providing a strong voice for area studies in both teaching and research. Moreover, it has helped to bridge the gap between Anglophone and non-Anglophone area studies. The funding for the Language-based area studies centres was also an encouraging sign.
However, the questions raised when area studies is mentioned seem to be the same as they were eight years ago. And they are probably much the same as they were twenty, thirty, forty, fifty years ago. Department closures, the apparent rewarding of disciplinarily specialisation by the RAE and REF, the reliance of area studies programmes on ‘donor’ departments and questions of whether interdisciplinarity (more breath) inevitably means less depth leading to the suggestion that interdisciplinary courses might be a bit light, intellectually speaking. Naturally the latter is denied more area studies proponents who see the demands of area studies as more rather than less challenging.
Lightfoot’s article opens with the newsroom cry “Find someone who knows about Egypt!” in response the protests taking place there and elsewhere in the Middle East. Quoted in the article Tim Wright says “The problem with providing a national resource is that no one knows where the next area of concern will come from? Will it be a need for Kurdish specialists, or people with a deep knowledge of Afghanistan, Egypt or Pakistan?”
Or Canada maybe? Well probably not, but from a government perspective a key rationale for area studies is based on the national interest, the next protest or the next war. Talk is afoot of another referendum in Quebec, but whether that referendum, whatever its outcome, will generate much interest in the UK is unclear. The rationales for area studies tend focus on the need to understand the different, the unknown, the economically important and the dangerous. Perhaps the real worry is that we will never seek to understand those societies which we see as similar, known, economically unimportant and safe.
Reference: Lightfoot, L. (2011) The Value of Area Studies, British Academy Review 17, pp. 48-51
£9,000 a year for what? Languages and area studies under the new fees regime in England, 20 May, London
Most universities have declared that they will be charging the full £9,000 p.a. fee. Quite rightly students are asking what they will get for their £9,000—the argument that this fee is merely compensating for cuts in university funding is not going to go down too well. Students often say they would expect more contact time with staff (they say this now), but what sort of contact time? And what about the year abroad—how do we sell a four year course which may or may not incur an extra year of fees? These are questions which all university staff need to think very hard about.
This discussion-based workshop will focus on the possible implications for the new fees for students and potential students of languages and area studies.
Further details online at www.llas.ac.uk/events
For some time now I have been trying to come up with an appropriate sub-heading for my website. For now I have gone with "still learning" because I am still learning.