Steven Brint
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691182667
- eISBN:
- 9780691184890
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691182667.001.0001
- Subject:
- Education, Higher and Further Education
Today's headlines suggest that universities' power to advance knowledge and shape American society is rapidly declining. But this book's author has tracked numerous trends demonstrating their ...
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Today's headlines suggest that universities' power to advance knowledge and shape American society is rapidly declining. But this book's author has tracked numerous trends demonstrating their vitality. After a recent period that witnessed soaring student enrollment and ample research funding, the book argues that universities are in a better position than ever before. Focusing on the years 1980–2015, it details the trajectory of American universities, which was influenced by evolving standards of disciplinary professionalism, market-driven partnerships (especially with scientific and technological innovators outside the academy), and the goal of social inclusion. Conflicts arose: academic entrepreneurs, for example, flouted their campus responsibilities, and departments faced backlash over the hiring of scholars with nontraditional research agendas. Nevertheless, educators' commitments to technological innovation and social diversity prevailed and created a new dynamism. The book documents these successes along with the challenges that result from rapid change. Today, knowledge-driven industries generate almost half of US GDP, but divisions by educational level split the American political order. Students flock increasingly to fields connected to the power centers of American life and steer away from the liberal arts. And opportunities for economic mobility are expanding even as academic expectations decline. In describing how universities can meet such challenges head on, especially in improving classroom learning, the book offers not only a clear-eyed perspective on the current state of American higher education but also a pragmatically optimistic vision for the future.Less
Today's headlines suggest that universities' power to advance knowledge and shape American society is rapidly declining. But this book's author has tracked numerous trends demonstrating their vitality. After a recent period that witnessed soaring student enrollment and ample research funding, the book argues that universities are in a better position than ever before. Focusing on the years 1980–2015, it details the trajectory of American universities, which was influenced by evolving standards of disciplinary professionalism, market-driven partnerships (especially with scientific and technological innovators outside the academy), and the goal of social inclusion. Conflicts arose: academic entrepreneurs, for example, flouted their campus responsibilities, and departments faced backlash over the hiring of scholars with nontraditional research agendas. Nevertheless, educators' commitments to technological innovation and social diversity prevailed and created a new dynamism. The book documents these successes along with the challenges that result from rapid change. Today, knowledge-driven industries generate almost half of US GDP, but divisions by educational level split the American political order. Students flock increasingly to fields connected to the power centers of American life and steer away from the liberal arts. And opportunities for economic mobility are expanding even as academic expectations decline. In describing how universities can meet such challenges head on, especially in improving classroom learning, the book offers not only a clear-eyed perspective on the current state of American higher education but also a pragmatically optimistic vision for the future.
ROBERT CRAWFORD
- Published in print:
- 2004
- Published Online:
- October 2011
- ISBN:
- 9780199269327
- eISBN:
- 9780191699382
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199269327.003.0006
- Subject:
- Literature, Poetry
This chapter argues against the assumption that it is in 20th-century American universities that creative writing emerged as part of the curriculum. It explains that 18th-century Scottish teaching of ...
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This chapter argues against the assumption that it is in 20th-century American universities that creative writing emerged as part of the curriculum. It explains that 18th-century Scottish teaching of Rhetoric and Belles-Lettres had been bound up not only with the appreciation of older literature but also with the production of new work. It suggests that it is essential for the modern poet's work to be part of the world of information technology while at the same time articulating the king of short-circuiting poetic perceptions that allow them to express what might distinguish the human from the purely mechanical.Less
This chapter argues against the assumption that it is in 20th-century American universities that creative writing emerged as part of the curriculum. It explains that 18th-century Scottish teaching of Rhetoric and Belles-Lettres had been bound up not only with the appreciation of older literature but also with the production of new work. It suggests that it is essential for the modern poet's work to be part of the world of information technology while at the same time articulating the king of short-circuiting poetic perceptions that allow them to express what might distinguish the human from the purely mechanical.
Elizabeth Popp Berman
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691147086
- eISBN:
- 9781400840472
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691147086.003.0003
- Subject:
- Education, Higher and Further Education
This chapter begins by introducing market-logic experiments undertaken in the mid-1970s. Like earlier efforts, these practices encountered limitations and did not, at the time, look poised to take ...
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This chapter begins by introducing market-logic experiments undertaken in the mid-1970s. Like earlier efforts, these practices encountered limitations and did not, at the time, look poised to take off. But this time, things would be different, as a new idea started to gain influence in the policy realm. While economists had been looking seriously at the impact of innovation since the 1950s, policymakers' attention to the issue was limited before 1970. A spurt of interest in innovation in the early 1970s fizzled out when the economy rebounded briefly, but as the economy lost steam mid-decade, industry leaders, concerned with indicators suggesting that the United States was losing its technological leadership, began to push the idea that government needed to act to strengthen innovation. In the latter part of the decade, the innovation issue would become politically salient and influential, and would shape a variety of policies meant to strengthen the U.S. economy.Less
This chapter begins by introducing market-logic experiments undertaken in the mid-1970s. Like earlier efforts, these practices encountered limitations and did not, at the time, look poised to take off. But this time, things would be different, as a new idea started to gain influence in the policy realm. While economists had been looking seriously at the impact of innovation since the 1950s, policymakers' attention to the issue was limited before 1970. A spurt of interest in innovation in the early 1970s fizzled out when the economy rebounded briefly, but as the economy lost steam mid-decade, industry leaders, concerned with indicators suggesting that the United States was losing its technological leadership, began to push the idea that government needed to act to strengthen innovation. In the latter part of the decade, the innovation issue would become politically salient and influential, and would shape a variety of policies meant to strengthen the U.S. economy.
Elizabeth Popp Berman
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691147086
- eISBN:
- 9781400840472
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691147086.003.0002
- Subject:
- Education, Higher and Further Education
This chapter presents a survey of the postwar golden era, when the logic of science was strong and increases in federal funding were large and steady. Yet even in this period, market logic was ...
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This chapter presents a survey of the postwar golden era, when the logic of science was strong and increases in federal funding were large and steady. Yet even in this period, market logic was present. It looks at records from the early 1960s that suggest that universities were not as unfriendly to market logic as one might assume, and describes several experiments made with market-logic practices during this era. But while such activities were not unheard of, sustaining them was difficult, and they did not have a large impact on the university at the time. By the late 1960s, however, changes were starting to undermine the system of federal funding that had supported the logic of science, and these would eventually open the door to other ways of thinking.Less
This chapter presents a survey of the postwar golden era, when the logic of science was strong and increases in federal funding were large and steady. Yet even in this period, market logic was present. It looks at records from the early 1960s that suggest that universities were not as unfriendly to market logic as one might assume, and describes several experiments made with market-logic practices during this era. But while such activities were not unheard of, sustaining them was difficult, and they did not have a large impact on the university at the time. By the late 1960s, however, changes were starting to undermine the system of federal funding that had supported the logic of science, and these would eventually open the door to other ways of thinking.
Elizabeth Popp Berman
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691147086
- eISBN:
- 9781400840472
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691147086.003.0001
- Subject:
- Education, Higher and Further Education
This chapter begins by briefly setting out the book's purpose, which is to address the question of how and why universities, that once self-consciously held themselves apart from the economic world, ...
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This chapter begins by briefly setting out the book's purpose, which is to address the question of how and why universities, that once self-consciously held themselves apart from the economic world, began to integrate themselves into it. It identifies two reasons why academic science moved toward the market. The first is that it was government that encouraged universities to treat academic science as an economically valuable product. The second is that the spread of a new idea, that scientific and technological innovation serve as engines of economic growth, was critical to this process, transforming first the policy arena and eventually universities' own understanding of their mission. The remainder of the chapter discusses the changing nature of academic science, studying the changes in academic science, and the rise of market logic in academic science. An overview of the subsequent chapters is also presented.Less
This chapter begins by briefly setting out the book's purpose, which is to address the question of how and why universities, that once self-consciously held themselves apart from the economic world, began to integrate themselves into it. It identifies two reasons why academic science moved toward the market. The first is that it was government that encouraged universities to treat academic science as an economically valuable product. The second is that the spread of a new idea, that scientific and technological innovation serve as engines of economic growth, was critical to this process, transforming first the policy arena and eventually universities' own understanding of their mission. The remainder of the chapter discusses the changing nature of academic science, studying the changes in academic science, and the rise of market logic in academic science. An overview of the subsequent chapters is also presented.
Elizabeth Popp Berman
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691147086
- eISBN:
- 9781400840472
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691147086.003.0006
- Subject:
- Education, Higher and Further Education
This chapter examines the development of a new market-logic practice in academic science, namely the creation of university–industry research centers. It begins by reviewing the origins of this ...
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This chapter examines the development of a new market-logic practice in academic science, namely the creation of university–industry research centers. It begins by reviewing the origins of this practice, then tracks its early development as well as limits to its growth and spread. It then goes on to examine policy decisions that removed these limits and replaced them with incentives, and considers how political concern with the economic impact of innovation contributed to these decisions. The chapter concludes with a look at the subsequent takeoff of this practice, followed by a discussion of the conditions that appear to have been necessary for this takeoff to occur.Less
This chapter examines the development of a new market-logic practice in academic science, namely the creation of university–industry research centers. It begins by reviewing the origins of this practice, then tracks its early development as well as limits to its growth and spread. It then goes on to examine policy decisions that removed these limits and replaced them with incentives, and considers how political concern with the economic impact of innovation contributed to these decisions. The chapter concludes with a look at the subsequent takeoff of this practice, followed by a discussion of the conditions that appear to have been necessary for this takeoff to occur.
Elizabeth Popp Berman
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691147086
- eISBN:
- 9781400840472
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691147086.003.0008
- Subject:
- Education, Higher and Further Education
The preceding chapters have presented evidence in support of the book's main argument that government decisions were the most important driver of universities' decision to expand their economic role, ...
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The preceding chapters have presented evidence in support of the book's main argument that government decisions were the most important driver of universities' decision to expand their economic role, and that those decisions were made because a new way of thinking became politically important. This concluding chapter reexamines the evidence for that argument and compares the proposed explanation with alternative possibilities. It then takes a step back to consider some broader implications of the story told about the transformation of academic science, both for how we understand the changing role of the market in our society and for how we think about the university today.Less
The preceding chapters have presented evidence in support of the book's main argument that government decisions were the most important driver of universities' decision to expand their economic role, and that those decisions were made because a new way of thinking became politically important. This concluding chapter reexamines the evidence for that argument and compares the proposed explanation with alternative possibilities. It then takes a step back to consider some broader implications of the story told about the transformation of academic science, both for how we understand the changing role of the market in our society and for how we think about the university today.
Patrick Colm Hogan
- Published in print:
- 1990
- Published Online:
- October 2011
- ISBN:
- 9780195062724
- eISBN:
- 9780199855247
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195062724.003.0005
- Subject:
- Literature, Criticism/Theory
The extensive ideological uniformity of the American university, its frequent operation as a sort of organ of state propaganda, has been widely discussed and analyzed. The concrete economic reasons ...
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The extensive ideological uniformity of the American university, its frequent operation as a sort of organ of state propaganda, has been widely discussed and analyzed. The concrete economic reasons for this uniformity have been explored also. This chapter discusses some of the ideologies of the discipline of English and some of the political and economic factors which may be said to condition these ideologies. It examines the dissemination of official ideologies in our classrooms. Rather than taking up the common theme of ahistorical thought, it is concerned with the more narrowly and obviously political function of directly teaching imperialist distortions of history, explicitly confining the range of possible debate within the problematic of capitalism, and so on. It is argued that this is not at all unknown in our composition classes—or, for that matter, our literature classes. Following a discussion of this issue, the chapter turns to the economy and political structure of the English department and its place in the university. From here, it considers the economics of criticism in the profession as a whole. It concludes with some utopian conjectures on the way in which the university might be restructured, to its intellectual and moral benefit, along anarchist lines, lines which might foster the sort of dialectic discussed in Chapter 4 which is to a great extent suppressed by the actual structures of the university today.Less
The extensive ideological uniformity of the American university, its frequent operation as a sort of organ of state propaganda, has been widely discussed and analyzed. The concrete economic reasons for this uniformity have been explored also. This chapter discusses some of the ideologies of the discipline of English and some of the political and economic factors which may be said to condition these ideologies. It examines the dissemination of official ideologies in our classrooms. Rather than taking up the common theme of ahistorical thought, it is concerned with the more narrowly and obviously political function of directly teaching imperialist distortions of history, explicitly confining the range of possible debate within the problematic of capitalism, and so on. It is argued that this is not at all unknown in our composition classes—or, for that matter, our literature classes. Following a discussion of this issue, the chapter turns to the economy and political structure of the English department and its place in the university. From here, it considers the economics of criticism in the profession as a whole. It concludes with some utopian conjectures on the way in which the university might be restructured, to its intellectual and moral benefit, along anarchist lines, lines which might foster the sort of dialectic discussed in Chapter 4 which is to a great extent suppressed by the actual structures of the university today.
Elizabeth Popp Berman
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691147086
- eISBN:
- 9781400840472
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691147086.001.0001
- Subject:
- Education, Higher and Further Education
American universities today serve as economic engines, performing the scientific research that will create new industries, drive economic growth, and keep the United States globally competitive. But ...
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American universities today serve as economic engines, performing the scientific research that will create new industries, drive economic growth, and keep the United States globally competitive. But only a few decades ago, these same universities self-consciously held themselves apart from the world of commerce. This is the first book to systematically examine why academic science made such a dramatic move toward the market. Drawing on extensive historical research, the book shows how the government—influenced by the argument that innovation drives the economy—brought about this transformation. Americans have a long tradition of making heroes out of their inventors. But before the 1960s and 1970s neither policymakers nor economists paid much attention to the critical economic role played by innovation. However, during the late 1970s, a confluence of events—industry concern with the perceived deterioration of innovation in the United States, a growing body of economic research on innovation's importance, and the stagnation of the larger economy—led to a broad political interest in fostering invention. The policy decisions shaped by this change were diverse, influencing arenas from patents and taxes to pensions and science policy, and encouraged practices that would focus specifically on the economic value of academic science. By the early 1980s, universities were nurturing the rapid growth of areas such as biotech entrepreneurship, patenting, and university–industry research centers. Contributing to debates about the relationship between universities, government, and industry, the book sheds light on how knowledge and politics intersect to structure the economy.Less
American universities today serve as economic engines, performing the scientific research that will create new industries, drive economic growth, and keep the United States globally competitive. But only a few decades ago, these same universities self-consciously held themselves apart from the world of commerce. This is the first book to systematically examine why academic science made such a dramatic move toward the market. Drawing on extensive historical research, the book shows how the government—influenced by the argument that innovation drives the economy—brought about this transformation. Americans have a long tradition of making heroes out of their inventors. But before the 1960s and 1970s neither policymakers nor economists paid much attention to the critical economic role played by innovation. However, during the late 1970s, a confluence of events—industry concern with the perceived deterioration of innovation in the United States, a growing body of economic research on innovation's importance, and the stagnation of the larger economy—led to a broad political interest in fostering invention. The policy decisions shaped by this change were diverse, influencing arenas from patents and taxes to pensions and science policy, and encouraged practices that would focus specifically on the economic value of academic science. By the early 1980s, universities were nurturing the rapid growth of areas such as biotech entrepreneurship, patenting, and university–industry research centers. Contributing to debates about the relationship between universities, government, and industry, the book sheds light on how knowledge and politics intersect to structure the economy.
George Worlasi Kwasi Dor
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9781617039140
- eISBN:
- 9781621039952
- Item type:
- book
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781617039140.001.0001
- Subject:
- Music, Ethnomusicology, World Music
More than twenty universities and twenty other colleges in North America (USA and Canada) offer performance courses on West African ethnic dance drumming. Since its inception in 1964 at both UCLA and ...
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More than twenty universities and twenty other colleges in North America (USA and Canada) offer performance courses on West African ethnic dance drumming. Since its inception in 1964 at both UCLA and Columbia, West African drumming and dance has gradually developed into a vibrant campus subculture in North America. The dances most practiced in the American academy come from the ethnic groups Ewe, Akan, Ga, Dagbamba, Mande, and Wolof, thereby privileging dances mostly from Ghana, Togo, Benin, Senegal, Mali, Guinea, and Burkina Faso. This strong presence of a world music ensemble in the diaspora has captured and engaged the interest of scholars, musicians, dancers, and audiences. In the first-ever ethnographic study of West African drumming and dance in North American universities the author documents and acknowledges ethnomusicologists, ensemble directors, students, administrators, and academic institutions for their key roles in the histories of their respective ensembles. Dor collates and shares perspectives including debates on pedagogical approaches that may be instructive as models for both current and future ensemble directors and reveals the multiple impacts that participation in an ensemble or class offers students. He also examines the interplay among historically situated structures and systems, discourse, and practice, and explores the multiple meanings that individuals and various groups of people construct from this campus activity. The study will be of value to students, directors, and scholars as an ethnographic study and as a text for teaching relevant courses in African music, African studies, ethnomusicology/world music, African diaspora studies, and other related disciplines.Less
More than twenty universities and twenty other colleges in North America (USA and Canada) offer performance courses on West African ethnic dance drumming. Since its inception in 1964 at both UCLA and Columbia, West African drumming and dance has gradually developed into a vibrant campus subculture in North America. The dances most practiced in the American academy come from the ethnic groups Ewe, Akan, Ga, Dagbamba, Mande, and Wolof, thereby privileging dances mostly from Ghana, Togo, Benin, Senegal, Mali, Guinea, and Burkina Faso. This strong presence of a world music ensemble in the diaspora has captured and engaged the interest of scholars, musicians, dancers, and audiences. In the first-ever ethnographic study of West African drumming and dance in North American universities the author documents and acknowledges ethnomusicologists, ensemble directors, students, administrators, and academic institutions for their key roles in the histories of their respective ensembles. Dor collates and shares perspectives including debates on pedagogical approaches that may be instructive as models for both current and future ensemble directors and reveals the multiple impacts that participation in an ensemble or class offers students. He also examines the interplay among historically situated structures and systems, discourse, and practice, and explores the multiple meanings that individuals and various groups of people construct from this campus activity. The study will be of value to students, directors, and scholars as an ethnographic study and as a text for teaching relevant courses in African music, African studies, ethnomusicology/world music, African diaspora studies, and other related disciplines.
Steven Conn
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781501742071
- eISBN:
- 9781501742088
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501742071.003.0001
- Subject:
- Education, History of Education
This introductory chapter provides an overview of American business schools. While at one level business schools stand as of a piece of the way American universities have grown and evolved since the ...
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This introductory chapter provides an overview of American business schools. While at one level business schools stand as of a piece of the way American universities have grown and evolved since the end of the Civil War, they stand apart from the rest of higher education in three, interconnected ways. First, they have consistently disappointed even their most enthusiastic boosters—failing to develop a definition of professional business education, failing to develop a coherent, intellectually vibrant body of knowledge, unable to agree on what the raison d'être of business schools ought to be—to an extent simply not true of any other academic pursuit. Despite this, of course, business schools have flourished on U.S. campuses and continue to do so. Second, the late nineteenth-century revolutions in higher education fostered a change in how universities were funded and governed. For the businessmen who now presided over higher education, a business school on their campus might hold a special place in their hearts. Finally, business schools serve as the handmaids to corporate capitalism in the United States in a way that no other campus enterprise does.Less
This introductory chapter provides an overview of American business schools. While at one level business schools stand as of a piece of the way American universities have grown and evolved since the end of the Civil War, they stand apart from the rest of higher education in three, interconnected ways. First, they have consistently disappointed even their most enthusiastic boosters—failing to develop a definition of professional business education, failing to develop a coherent, intellectually vibrant body of knowledge, unable to agree on what the raison d'être of business schools ought to be—to an extent simply not true of any other academic pursuit. Despite this, of course, business schools have flourished on U.S. campuses and continue to do so. Second, the late nineteenth-century revolutions in higher education fostered a change in how universities were funded and governed. For the businessmen who now presided over higher education, a business school on their campus might hold a special place in their hearts. Finally, business schools serve as the handmaids to corporate capitalism in the United States in a way that no other campus enterprise does.
Paul J. Griffiths
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780195125771
- eISBN:
- 9780199853335
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195125771.003.0003
- Subject:
- Religion, Religion and Literature
This chapter turns to the question of authority. If religious reading requires, in some sense, submission to authoritative direction as to what is worth reading and how, what is this likely to mean ...
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This chapter turns to the question of authority. If religious reading requires, in some sense, submission to authoritative direction as to what is worth reading and how, what is this likely to mean in terms of (1) institutions in which religious readers might flourish; (2) epistemologies to which they might be committed? The institutional question is discussed by contrast with the present situation of American and European universities.Less
This chapter turns to the question of authority. If religious reading requires, in some sense, submission to authoritative direction as to what is worth reading and how, what is this likely to mean in terms of (1) institutions in which religious readers might flourish; (2) epistemologies to which they might be committed? The institutional question is discussed by contrast with the present situation of American and European universities.
Charles T. Clotfelter
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226110448
- eISBN:
- 9780226110455
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226110455.003.0001
- Subject:
- Economics and Finance, International
American universities have occupied an unchallenged position of preeminence in the world. American institutions dominate the highest rungs of the various world rankings of great universities. As a ...
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American universities have occupied an unchallenged position of preeminence in the world. American institutions dominate the highest rungs of the various world rankings of great universities. As a result of America's comparative advantage in this industry, higher education has become one its major exports. But there are signs that this position of preeminence could be in jeopardy. This chapter examines aspects of American higher education today that will affect its future global standing and addresses key issues surrounding the position of American universities in the global higher education market. It opens by considering the evidence of US preeminence among the world's universities as well as indications that this position might be in jeopardy. The chapter discusses the aspects of American higher education that distinguish it as an industry and highlights the ways it has responded to global pressures. Furthermore, the nature of the foreign competition that the United States faces in the global higher education market is addressed. The future position of American higher education in the world depends in part on a large and continuing flow of talented graduate students from abroad to help fill a university's graduate rosters and staff its labs.Less
American universities have occupied an unchallenged position of preeminence in the world. American institutions dominate the highest rungs of the various world rankings of great universities. As a result of America's comparative advantage in this industry, higher education has become one its major exports. But there are signs that this position of preeminence could be in jeopardy. This chapter examines aspects of American higher education today that will affect its future global standing and addresses key issues surrounding the position of American universities in the global higher education market. It opens by considering the evidence of US preeminence among the world's universities as well as indications that this position might be in jeopardy. The chapter discusses the aspects of American higher education that distinguish it as an industry and highlights the ways it has responded to global pressures. Furthermore, the nature of the foreign competition that the United States faces in the global higher education market is addressed. The future position of American higher education in the world depends in part on a large and continuing flow of talented graduate students from abroad to help fill a university's graduate rosters and staff its labs.
Mark Chiang
- Published in print:
- 2009
- Published Online:
- March 2016
- ISBN:
- 9780814717004
- eISBN:
- 9780814790014
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814717004.001.0001
- Subject:
- Society and Culture, Cultural Studies
Originating in the 1968 student-led strike at San Francisco State University, Asian American Studies was founded as a result of student and community protests that sought to make education more ...
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Originating in the 1968 student-led strike at San Francisco State University, Asian American Studies was founded as a result of student and community protests that sought to make education more accessible and relevant. While members of the Asian American communities initially served on the departmental advisory boards, planning and developing areas of the curriculum, university pressures eventually dictated their expulsion. At that moment in history, the intellectual work of the field was split off from its relation to the community at large, giving rise to the entire problematic of representation in the academic sphere. Even as the original objectives of the field have remained elusive, Asian American studies has nevertheless managed to establish itself in the university. This book argues that the fundamental precondition of institutionalization within the university is the production of cultural capital, and that in the case of Asian American Studies (as well as other fields of minority studies) the accumulation of cultural capital has come primarily from the conversion of political capital. In this way, the definition of cultural capital becomes the primary terrain of political struggle in the university, and outlines the very conditions of possibility for political work within the academy. This book articulates a new and innovative model of cultural and academic politics, illuminating the position of ethnic studies within the American university.Less
Originating in the 1968 student-led strike at San Francisco State University, Asian American Studies was founded as a result of student and community protests that sought to make education more accessible and relevant. While members of the Asian American communities initially served on the departmental advisory boards, planning and developing areas of the curriculum, university pressures eventually dictated their expulsion. At that moment in history, the intellectual work of the field was split off from its relation to the community at large, giving rise to the entire problematic of representation in the academic sphere. Even as the original objectives of the field have remained elusive, Asian American studies has nevertheless managed to establish itself in the university. This book argues that the fundamental precondition of institutionalization within the university is the production of cultural capital, and that in the case of Asian American Studies (as well as other fields of minority studies) the accumulation of cultural capital has come primarily from the conversion of political capital. In this way, the definition of cultural capital becomes the primary terrain of political struggle in the university, and outlines the very conditions of possibility for political work within the academy. This book articulates a new and innovative model of cultural and academic politics, illuminating the position of ethnic studies within the American university.
Seteney Shami and Cynthia Miller-Idriss (eds)
- Published in print:
- 2016
- Published Online:
- September 2017
- ISBN:
- 9781479827787
- eISBN:
- 9781479850662
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479827787.001.0001
- Subject:
- Sociology, Race and Ethnicity
Few world regions today are of more pressing social and political interest than the Middle East: hardly a day has passed in the last decade without events there making global news. Understanding the ...
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Few world regions today are of more pressing social and political interest than the Middle East: hardly a day has passed in the last decade without events there making global news. Understanding the region has never been more important, yet the field of Middle East studies in the United States is in flux, enmeshed in ongoing controversies about the relationship between knowledge and power, the role of the federal government at universities, and ways of knowing other cultures and places. This book explores the big-picture issues affecting the field, from the geopolitics of knowledge production to structural changes in the university to broader political and public contexts. Tracing the development of the field from the early days of the American university to the Islamophobia of the present day, this book explores Middle East studies as a discipline and, more generally, its impact on the social sciences and academia. Topics include how different disciplines engage with Middle East scholars, how American universities teach Middle East studies and related fields, and the relationship between scholarship and U.S.–Arab relations, among others. This book presents a comprehensive, authoritative overview of how this crucial field of academic inquiry came to be and where it is going next.Less
Few world regions today are of more pressing social and political interest than the Middle East: hardly a day has passed in the last decade without events there making global news. Understanding the region has never been more important, yet the field of Middle East studies in the United States is in flux, enmeshed in ongoing controversies about the relationship between knowledge and power, the role of the federal government at universities, and ways of knowing other cultures and places. This book explores the big-picture issues affecting the field, from the geopolitics of knowledge production to structural changes in the university to broader political and public contexts. Tracing the development of the field from the early days of the American university to the Islamophobia of the present day, this book explores Middle East studies as a discipline and, more generally, its impact on the social sciences and academia. Topics include how different disciplines engage with Middle East scholars, how American universities teach Middle East studies and related fields, and the relationship between scholarship and U.S.–Arab relations, among others. This book presents a comprehensive, authoritative overview of how this crucial field of academic inquiry came to be and where it is going next.
Rodney A. Smolla
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814741030
- eISBN:
- 9780814788561
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741030.001.0001
- Subject:
- Law, Constitutional and Administrative Law
American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has ...
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American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has carefully tracked the controversy surrounding the speech of Iranian President Mahmoud Ahmadinejad at Columbia, the massacres at Virginia Tech, the dismissal of Harvard's President Lawrence Summers, and the lacrosse team rape case at Duke, among others. No matter what the event, the conflicts that arise on U.S. campuses can be viewed in terms of constitutional principles, which either control or influence outcomes of these events. In turn, constitutional principles are frequently shaped and forged by campus culture, creating a symbiotic relationship in which constitutional values influence the nature of universities, which themselves influence the nature of our constitutional values. This book uses the American university as a lens through which to view the Constitution in action. Drawing on landmark cases and conflicts played out on college campuses, it demonstrates how five key constitutional ideas—the living Constitution, the division between public and private spheres, the distinction between rights and privileges, ordered liberty, and equality—are not only fiercely contested on college campuses, but also dominate the shape and identity of American university life. The book demonstrates that the American college community, like the Constitution, is orderly and hierarchical yet intellectually free and open, a microcosm where these constitutional dichotomies play out with heightened intensity.Less
American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has carefully tracked the controversy surrounding the speech of Iranian President Mahmoud Ahmadinejad at Columbia, the massacres at Virginia Tech, the dismissal of Harvard's President Lawrence Summers, and the lacrosse team rape case at Duke, among others. No matter what the event, the conflicts that arise on U.S. campuses can be viewed in terms of constitutional principles, which either control or influence outcomes of these events. In turn, constitutional principles are frequently shaped and forged by campus culture, creating a symbiotic relationship in which constitutional values influence the nature of universities, which themselves influence the nature of our constitutional values. This book uses the American university as a lens through which to view the Constitution in action. Drawing on landmark cases and conflicts played out on college campuses, it demonstrates how five key constitutional ideas—the living Constitution, the division between public and private spheres, the distinction between rights and privileges, ordered liberty, and equality—are not only fiercely contested on college campuses, but also dominate the shape and identity of American university life. The book demonstrates that the American college community, like the Constitution, is orderly and hierarchical yet intellectually free and open, a microcosm where these constitutional dichotomies play out with heightened intensity.
Keith David Watenpaugh
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780520279308
- eISBN:
- 9780520960800
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520279308.003.0002
- Subject:
- History, Middle East History
This chapter explores the formation of the idea of the “humanitarian imagination” and how it can motivate action (or not) through the case study of the World War One–era flooding of Baghdad and ...
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This chapter explores the formation of the idea of the “humanitarian imagination” and how it can motivate action (or not) through the case study of the World War One–era flooding of Baghdad and famines and shortages in Beirut and Jerusalem. It also introduces the concept of “unstrangering.”Less
This chapter explores the formation of the idea of the “humanitarian imagination” and how it can motivate action (or not) through the case study of the World War One–era flooding of Baghdad and famines and shortages in Beirut and Jerusalem. It also introduces the concept of “unstrangering.”
Rodney A. Smolla
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814741030
- eISBN:
- 9780814788561
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741030.003.0005
- Subject:
- Law, Constitutional and Administrative Law
This chapter examines the ideal of ordered liberty in American constitutional tradition. It begins with an overview of the ideas of Thomas Friedman and Albert Einstein about the universe and relates ...
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This chapter examines the ideal of ordered liberty in American constitutional tradition. It begins with an overview of the ideas of Thomas Friedman and Albert Einstein about the universe and relates them to the realm of the modern American university, along with the university's moral and legal jurisdiction to judge expression and opinion. It then explores the “marketplace of ideas” metaphor to describe public universities and goes on to discuss the constitutional struggle to balance liberty and order, First Amendment's “neutrality principle” in relation to freedom of speech, the so-called “carve-outs” of the general marketplace, and the dual character of the university as a microcosm of society when it comes to free speech principles. It also assesses the carve-outs to the “avert your eyes” principle involving the protection of children and of certain sanctuaries of privacy from offensive speech, the body of doctrines known as “public forum law,” hate speech and threats on campus, and free speech rights of faculty and students.Less
This chapter examines the ideal of ordered liberty in American constitutional tradition. It begins with an overview of the ideas of Thomas Friedman and Albert Einstein about the universe and relates them to the realm of the modern American university, along with the university's moral and legal jurisdiction to judge expression and opinion. It then explores the “marketplace of ideas” metaphor to describe public universities and goes on to discuss the constitutional struggle to balance liberty and order, First Amendment's “neutrality principle” in relation to freedom of speech, the so-called “carve-outs” of the general marketplace, and the dual character of the university as a microcosm of society when it comes to free speech principles. It also assesses the carve-outs to the “avert your eyes” principle involving the protection of children and of certain sanctuaries of privacy from offensive speech, the body of doctrines known as “public forum law,” hate speech and threats on campus, and free speech rights of faculty and students.
Pamela E. Pennock
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9781469630984
- eISBN:
- 9781469631004
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469630984.003.0002
- Subject:
- History, American History: 20th Century
This chapter describes the formation of the Arab American University Graduates shortly after the Arab-Israeli War of 1967 and how it became the most influential organization on the Arab American ...
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This chapter describes the formation of the Arab American University Graduates shortly after the Arab-Israeli War of 1967 and how it became the most influential organization on the Arab American Left. An organization of intellectuals, the AAUG was secular, pan-Arab, and it engaged in advocacy of Palestinian nationalism. It sought alliances with the Third World Left.Less
This chapter describes the formation of the Arab American University Graduates shortly after the Arab-Israeli War of 1967 and how it became the most influential organization on the Arab American Left. An organization of intellectuals, the AAUG was secular, pan-Arab, and it engaged in advocacy of Palestinian nationalism. It sought alliances with the Third World Left.
Randall Curren and Charles Dorn
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780226552255
- eISBN:
- 9780226552422
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226552422.003.0007
- Subject:
- Education, Philosophy and Theory of Education
Chapter 6 addresses global civic education as a focus of higher education. It aims to overcome widely perceived tensions between patriotism and international cooperation and skepticism about the idea ...
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Chapter 6 addresses global civic education as a focus of higher education. It aims to overcome widely perceived tensions between patriotism and international cooperation and skepticism about the idea of global citizenship and the possibility of global civic friendship. It argues that global civic education is needed both to prepare students for global cooperation in a world of global interdependence, and as a foundation for the legitimacy of the terms of international governance. The formative goal of such education is to prepare global citizens who (1) possess understanding, capabilities, and virtues conducive to living well together as members of a cooperative global community; (2) are engaged in global constitutional activity exhibiting such understanding, capabilities, and virtues; and (3) are connected to one another by bonds of global civic friendship. The chapter envisions these attributes, activities, and bonds as grounded in a liberal arts curriculum and established largely through participation in global service projects. The form of civic education defended is a globalized version of the Progressive Era’s “community civics” model, and the chapter concludes with the proposal that global and community-based problem-focused learning be bridged by regional initiatives that address the problems of rural communities left behind by economic globalization.Less
Chapter 6 addresses global civic education as a focus of higher education. It aims to overcome widely perceived tensions between patriotism and international cooperation and skepticism about the idea of global citizenship and the possibility of global civic friendship. It argues that global civic education is needed both to prepare students for global cooperation in a world of global interdependence, and as a foundation for the legitimacy of the terms of international governance. The formative goal of such education is to prepare global citizens who (1) possess understanding, capabilities, and virtues conducive to living well together as members of a cooperative global community; (2) are engaged in global constitutional activity exhibiting such understanding, capabilities, and virtues; and (3) are connected to one another by bonds of global civic friendship. The chapter envisions these attributes, activities, and bonds as grounded in a liberal arts curriculum and established largely through participation in global service projects. The form of civic education defended is a globalized version of the Progressive Era’s “community civics” model, and the chapter concludes with the proposal that global and community-based problem-focused learning be bridged by regional initiatives that address the problems of rural communities left behind by economic globalization.
