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In a time when many national governments are rhetorically, if not practically, turning away from global collaboration and emphasizing economic nationalisms, understood here as a plurality of historically and politically contextualized policies, the authors in this thematic issue explore the possible contributions of comparative ethnographic analyses of economic nationalisms to interdisciplinary, transnational analyses. In this introduction to the thematic section, the editors note the turn to economic nationalisms in the current context of global crises, review the literature on economic nationalisms, and illustrate the strong political and historical variations in economic nationalisms within even the same nation, using India as an example. The three ethnographic articles in this thematic section are discussed in relation to each other. They offer examples from Turkey, Italy, Guatemala and the U.S., with a shared focus on economic nationalisms and the reliance on the labor of transnational migrants displaced by war, land grabs, and climate change even as those vital contributors to national economies are denied cultural and national citizenship – an irony rendered all the more visible during the COVID-19 pandemic.

This essay reflects on the consequences for ethnography of the reversal of the direction of the anthropological encounter – what exactly happens when anthropologists from the Global South undertake fieldwork among populations in the Global North? I will argue that this does not merely correct historical imbalances of anthropological knowledge production, thereby changing the substance of that knowledge itself, although of course that is a goal worth pursuing, as has cogently been pointed out by the “world anthropologies” critique of hegemonic disciplinary practices. Using insights drawn from my own research site in the US heartland, where I conducted fieldwork initially in 1989-91, and then again during a “focused revisit” in 2015, I suggest that lasting misunderstandings between the anthropologist and the research participants are themselves a rich source of data and human possibility. My contention is that non-standard and long-term fieldwork of this kind may help reveal dimensions of the practice of ethnography that would otherwise remain obscured.

In this paper, we define a q-extension of the new generalized hypergeometric function given by Saxena et al. in [13], and have investigated the properties of the above new function such as q-differentiation and q-integral representation. The results presented are of general character and the results given earlier by Saxena and Kalla in [14], Virchenko, Kalla and Al-Zamel in [15], Al-Musallam and Kalla in [2, 3], Kobayashi in [7, 8], Saxena et al. in [13], Kumbhat et al. in [11] follow as special cases.

Este artículo estudia la importancia de la aplicación didáctica del cine en el contexto de enseñanza-aprendizaje indio de ELE, haciendo hincapié especial en la falta del uso de éste en las aulas indias. Se exponen las ventajas que aborda el uso del cine como herramienta didáctica y una breve descripción de los pasos metodológicos para la planificación y la secuenciación de las actividades didácticas. A continuación, se analiza el porqué del uso del cine como instrumento didáctico en las aulas indias de ELE en base a las necesidades de aprendizaje sentidas y las preferencias de aprendizaje de los alumnos de español de las universidades indias