Research

Current Research Projects
 

FMSHPhilanthropie américaine et éducation universitaire au Sud dans l’ère des sociétés du savoir (Global Philanthropy and Education in the Age of Knowledge Societies)

La taille, la portée et l’impact des organisations philanthropiques sur les initiatives d’aide au développement n’ont jamais été aussi substantielles. Aux États-Unis, les données récentes indiquent que les revenus, les dépenses et les actifs du secteur ne cessent de croître. Les fondations connaissent une croissance forte, un deuxième âge d’or comparable à la période qui vit ces organisations obtenir une reconnaissance juridique. Malgré un ralentissement important lié à la Grande Récession, la croissance caractérise également la tendance à long terme du don individuel. Beaucoup plus qu’un phénomène américain, les efforts déployés pour documenter les tendances transnationales dans les initiatives soutenues par la philanthropie et la société civile révèlent un modèle mondial en plein essor. Ce projet de recherche vise à mettre en évidence le rôle de la philanthropie américaine dans l’aide au développement via la relation des fondations américaines avec les universités privées et publiques, les instituts de recherche, les centres culturels, les écoles et la formation continue au Sud, et en particulier en Afrique.

indexPhilanthropy in Education initiative

This initiative is organized and facilitated by NORRAG which has put together a global symposium series. The opening event took place in Geneva in November 2017, followed by a joint presention in Mexico City in March 2018, a roundtable discussion in New Delhi in April 2018, and several upcoming events in South Africa and China. We are currently working on an editing volume Philanthropy in Education: Diverse Perspectives and Global Trends. The volume includes chapters from authors with diverse voices on the many ways in which philanthropic actors are engaging not only with local education sectors, in a variety of countries including Brazil, Peru, Nigeria, the USA and India, but also larger trends in the sector such as new approaches to finance, the role of global policy partnerships and expanded possibilities for corporate social responsibility through corporate foundations. Carnegie_100_Logo

Fabrice Jaumont’s participation in this symposium series is made possible with the support of

 

In Progress

Rethinking the Relationship between Foundations and Universities on Africa’s Development Agenda. In N’Dri T. Assie-Lumumba (ed.) African Renaissance, Education, and Social Transformation: Endogenous Foundation, Historical Contingencies, and Purposeful Fusion for Africa’s Progress. (CODESRIA Publishing, n.d., accepted). With Teboho Moja.

Collaboration in Development despite a Relationship of Unequals between American Foundations and African Universities in Natasha Ridge and Arushi Terway (eds.) Philanthropy in Education (Edward Elgar Publishing, n.d., accepted). With Teboho Moja.

Publications

Jaumont, F. (2018). Partenaires inégaux : fondations américaines et universités en Afrique. Éditions de la Maison des sciences de l’homme

Jaumont, F. (2016). The Dynamics of Collaboration between U.S. Philanthropic Foundations and African Universities in Alphin, Lavin, Stark, Hoker, Facilitating Higer Education Growth through Fundraising and Philanthropy, IGI Global.

Unequal Partners: American Foundations and Higher Education Development in Africa, 2016, Palgrave MacMillan (PDF)

Jaumont, Fabrice, and Jack Klempay. “Measuring the Influence of Language on Grant-Making by US Foundations in Africa”. Reconsidering Development 4, no. 1 (2015): 4. (PDF)

Strategic Philanthropy, Organizational Legitimacy, and the Development of Higher Education in Africa: The Partnership for Higher Education in Africa (2000-2010). ProQuest 2014 (PDF)

L’influence des fondations américaines sur le développement des universités africaines (PDF)

Past Research Projects

 

FHLPUS465.gifFrench Heritage Language Education in the United States

Promoting heritage language learning benefits all learners. This principle has resonated particularly well in the context of Boston, Washington DC, San Francisco, and  New York City’s French-speaking communities, where parents from diverse backgrounds and ethnic communities have become builders of French language educational opportunities for their children. In New York City these include European and Canadian expatriates in Manhattan and West Brooklyn, West Africans in Harlem and the Bronx, Haitians in East Queens and East Brooklyn, and North Africans in West Queens. This diversity in national origins, ethnicity, and socioeconomic status make the French case unique. Importantly, collaborations between multiple partners of different socioeconomic, racial, and ethnic backgrounds, from government agencies to parent organizations have motivated this transformation in French heritage language education. Parent associations in particular have been of critical importance in promoting bilingual programs and language support and generating the larger community and governmental support necessary to sustain innovative programs in public schools. Thus, the combined efforts of multiple partners have helped to achieve a significant range of opportunities for French heritage speakers in New York and elsewhere. In order to create and develop linguistic opportunities that will strengthen the communities, French bilingual and heritage programs in urban centers and in traditionally French areas like Maine and Louisiana have required a solid tri-partite partnership  – strong commitment from the schools, qualified teachers who understand the needs of heritage speakers, and ceaseless involvement from the parents at all levels. Thus, from the collaboration of various governmental and nongovernmental partners has emerged a rich landscape of opportunities for French heritage speakers in the United States. Successful community-led initiatives have been achieved throughthe willingness of different communities to work together – the fruit of multiple partners fromlocal, national, and international organizations; private foundations; parent groups; and education officials.

 

Publications

Jaumont, F., Ross, J., and Le Dévédec, B. (2017). “Institutionalization of French Heritage language Education in U.S. School Systems in Kagan”, Olga E. , Maria M. Carreira and Claire Hitchins Chik. The Routledge Handbook of Heritage Language Education. Abingdon: Routledge.

Jaumont, F. (2012) Directory of French dual-language programs in the United States  (PDF)

Jaumont, F. (2012) French dual-language programs in the United States (PDF)

Ross, J. & Jaumont, F. (2012) Révolution bilingue pour la communauté francophone (PDF)

Ross, J. & Jaumont, F. La vitalité du français en tant que langue d’héritage aux Etats-Unis (PDF)

Jaumont, F., Ross, J., Schulz, J., Dunn, J., and Ducrey, L. (2016). “Sustainability of French Heritage Language Education in the United States in Handbook of Research and Practice in Heritage Language Education”, Springer International Handbooks of Education (pp. 1-18)

Jane F. Ross et Fabrice Jaumont, “Maintien et transmission de l’héritage linguistique chez les francophones des Etats-Unis”. Québec français 174 (2015): 43–44.

Jaumont, F., and Ross, J. (2014). “French Heritage Language Communities in the United States” in T. Wiley, J. K. Peyton, D. Christian, S. C. Moore, and N. Liu. Handbook of Heritage and Community Languages in the United States (pp. 101-110). Oxford, U.K.: Routledge. (PDF)

Jane Ross and Fabrice Jaumont. (2013). “French Language Vitality in the US” in Heritage Language Journal. Vol. 10, No 3. (pp. 316-317) (PDF)

Jaumont, F., and Ross, J. (2012). “Building Bilingual Communities: NYC’s French Bilingual Revolution” in O. García, Z. Zakharia, and B. Otcu (Eds.), Bilingual Community Education and Multilingualism  (pp. 232-246). Bristol, U.K.: Multilingual Matters. (PDF)