Fabrice Jaumont

Fabrice Jaumont
Fondation Maison des Sciences de l'Homme · Global Philanthropy and Education in the Age of Knowledge Societies - Humanitarian aid in Globalization platform

PhD

About

50
Publications
1,075
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Citations
Introduction
My research is at the intersection of international education, higher education, philanthropy, development, bilingual education and multilingualism. My publications examine the conditions under which philanthropy can be effective, the impasses that foundations often face in higher education, the development of dual-language education in the world, and the importance of languages in our societies.
Additional affiliations
October 2016 - present
September 2005 - present
French-American Cultural Exchange Foundation
Position
  • Program Officer
September 2003 - August 2007
United Nations Organization
Position
  • Instructor
Education
September 2007 - May 2014
New York University
Field of study
  • International Education
September 1995 - June 1996
Université de Caen Normandie
Field of study
  • English
September 1990 - June 1994
Université de Lille
Field of study
  • English

Publications

Publications (50)
Article
Full-text available
La Chine va-t-elle devenir la prochaine puissance philanthropique ? Article coécrit avec Charles Sellen. #philanthropie #mécénat #Fondations #Chine #Asie #Economie #Développement #TheConversation
Chapter
The question of interest in this chapter is the recent project referred to as the Partnership for Higher Education in Africa, and the partner Foundations' goal to contribute to the transformation of a select number of universities in selected African countries. Can public universities in sub-Saharan Africa fully accept the solutions proposed by a p...
Book
Full-text available
À une époque où l’enseignement supérieur est à nouveau reconnu comme un moteur de développement économique, que les sociétés du savoir exigent de nouvelles compétences, rendant obsolètes les économies basées sur l’industrie manufacturière, et que le contexte dans lequel évoluent les universités accroît leur précarité et les oblige à s’adapter au mi...
Chapter
Throughout the controversial history of bilingualism and the preservation of heritage languages (HL) in the United States, French has often enjoyed a privileged status, particularly because French has long been the second most commonly studied foreign language in schools and universities. However, access to these classes is often difficult for spea...
Chapter
Full-text available
This chapter examines the role of foundation presidents within the PHEA. While presidents did not participate in the day-to-day management of foundation activities, they were instrumental in setting goals and determining the foundation?s vision. Because of this, the PHEA would not have been possible without the initiative of foundation presidents:...
Chapter
Full-text available
This chapter describes the potential and the pitfalls of high-impact philanthropic partnerships such as the PHEA. Partnerships enable foundations to leverage funds in order to tackle large-scale issues that they would be unable to impact individually. The PHEA, for example, hoped to transform the higher education system of an entire continent. This...
Chapter
Full-text available
This chapter focuses on the diverging perspectives between grantors and grantees, as well as the inherent inequality of such a partnership. While foundations are in a position to set funding priorities and strategic goals, they are also dependent on their grantees for legitimation. For this reason, reconciling the perspectives of foundations with t...
Chapter
Full-text available
This chapter begins with a brief history of higher education in Africa from the Library of Alexandria to the foundation of the first Western-style universities in the early twentieth century. An overview of the historical relationship between American philanthropies and institutions of higher learning on the African continent establishes parallels...
Chapter
This chapter examines the discourse on priorities set by developers and the pressure for durable and sustainable outcomes in the context of scarcity and resource dependency. Foundations need legitimacy for durability and sustainability, and this legitimacy is achieved through capacity building. As this chapter shows, the members of the PHEA had ver...
Chapter
Full-text available
Philanthropic foundations have been active participants in the development of higher education since the end of the nineteenth century. They played a formative role in the creation of modern colleges and universities?a mission that extends beyond US borders in a global effort to develop human capital. Originating from private fortunes, independentl...
Chapter
Full-text available
The discussion in the preceding chapters encompassed the specifics of high-impact grantmaking among leading US foundations, with a particular focus on several trend-setting foundations in the field of higher education in Africa: the Carnegie Corporation of New York, the Ford Foundation, the John D. and Catherine T. MacArthur Foundation, the Rockefe...
Chapter
This chapter argues that the success of the philanthropic foundations depends on their legitimacy. Thus, foundations are dependent on their grantees and other legitimacy-granting organizations. One way to leverage reputation and legitimacy is through strategic, high-impact partnerships such as the PHEA. However, many scholars question the legitimac...
Chapter
Full-text available
This chapter explores the values, norms, habits, and ideas that shape the behavior of US foundations. While these rules and routines are often dictated by a foundation?s charter and enforced by various bureaucratic processes, certain aspects of a foundation?s institutional culture are also internalized by personnel, thereby having a major impact on...
Chapter
Full-text available
This chapter is an investigation the strategic choices made by donors and by grant recipients in the context of higher education in Africa. Of particular importance are questions about dependency and the repartition of funds across the continent, as resource-dependent institutions are inherently implicated in the competition for funding. To shed so...
Article
This book offers a nuanced analysis of a US-led foundation initiative of uncommon ambition, featuring seven foundations with a shared commitment to strengthen capacity in higher education in Sub-Saharan African universities. The book examines the conditions under which philanthropy can be effective, the impasses that foundations often face, and the...
Chapter
Full-text available
The question of interest in this chapter is the recent project referred to as the Partnership for Higher Education in Africa, and the partner Foundations’ goal to contribute to the transformation of a select number of universities in selected African countries. Can public universities in sub-Saharan Africa fully accept the solutions proposed by a p...
Chapter
Throughout the controversial history of bilingualism and the preservation of heritage languages (HL) in the United States, French has often enjoyed a privileged status, particularly because French has long been the second most commonly studied foreign language in schools and universities. However, access to these classes is often difficult for spea...
Article
Full-text available
According to the grant database maintained by the Foundation Center in New York City, American philanthropies made 13,565 grants to Africa between 2003 and 2013. These grants total nearly $4 billion. However, these grants were not equally distributed between countries. One important factor affecting a country's ability to attract grants is its offi...
Thesis
Full-text available
This discussion encompasses the specifics of a partnership between leading U.S. foundations - the Carnegie Corporation of New York, the Ford Foundation, the John D. and Catherine T. MacArthur Foundation, the Rockefeller Foundation, the William and Flora Hewlett Foundation, the Andrew W. Mellon Foundation, and the Kresge Foundation. This analysis il...
Article
Although French is one of the most commonly spoken languages in the United States, speakers of French as a heritage language face multiple challenges in maintaining and transmitting their distinctive French language to future generations, resulting in language loss over time. This article demonstrates the importance of Capacity Development, Opportu...

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Projects

Projects (2)
Archived project
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)
Project
Philanthropie 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.