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      Statecraft and study abroad: Imagining, narrating and reproducing the state

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          Abstract

          Study abroad in higher education is on the rise, marketed as an effective way to produce global citizens and undermine international boundaries. In practice, however, programmes frequently reify rather than challenge states: participants 'study Morocco' rather than 'exploring Marrakech'. This framing reproduces real and imagined realities of the nation-state, presented as externally distinct and internally homogeneous. This article considers how study abroad discourses and practices in North America and Europe 'sell' developing states as abstract 'goods' embodying an authentic 'other'. A case study from Dar Si Hmad's Ethnographic Field School in southwest Morocco considers how various stakeholders reinforce and challenge this approach. The paper concludes by calling for a more nuanced conversation about the utility and impact of states as the predominant lens of overseas study.

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          Journal
          72010448
          International Journal of Development Education and Global Learning
          int j develop educ gobal learn
          UCL IOE Press
          1756-5278
          30 June 2017
          : 9
          : 1
          : 3-17
          Article
          1756-5278(20170630)9:1L.3;1- s2.phd /ioep/ijdegl/2017/00000009/00000001/art00002
          10.18546/IJDEGL9.1.02
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          International Journal of Development Education and Global Learning
          Volume 9, Issue 1

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