Steven Brint
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691182667
- eISBN:
- 9780691184890
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691182667.003.0010
- Subject:
- Education, Higher Education
This chapter reviews the argument focusing on accommodation and conflict among three logics of practice influencing the development of contemporary universities. The first is the intellectual logic ...
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This chapter reviews the argument focusing on accommodation and conflict among three logics of practice influencing the development of contemporary universities. The first is the intellectual logic of disciplinary advance and education in the disciplines. The second is a market logic that encourages administrators and faculty members to pursue new sources of revenue wherever they can find them, so long as they can be justified on academic grounds. The third is a social inclusion logic that seeks to incorporate members of disadvantaged groups into the campus culture. The chapter shows how the book has been an investigation of the ways that colleges and universities have woven together these competing but ultimately compatible principles: the search for undiscovered knowledge, the pursuit of new market opportunities, and the movement for greater social inclusion.Less
This chapter reviews the argument focusing on accommodation and conflict among three logics of practice influencing the development of contemporary universities. The first is the intellectual logic of disciplinary advance and education in the disciplines. The second is a market logic that encourages administrators and faculty members to pursue new sources of revenue wherever they can find them, so long as they can be justified on academic grounds. The third is a social inclusion logic that seeks to incorporate members of disadvantaged groups into the campus culture. The chapter shows how the book has been an investigation of the ways that colleges and universities have woven together these competing but ultimately compatible principles: the search for undiscovered knowledge, the pursuit of new market opportunities, and the movement for greater social inclusion.
Shabana Mir
- Published in print:
- 2014
- Published Online:
- July 2014
- ISBN:
- 9781469610788
- eISBN:
- 9781469612614
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469610788.003.0001
- Subject:
- Religion, Religious Studies
This introductory chapter discusses the book's main themes and methodology. The book is an ethnographic study of Muslim American undergraduate women on U.S. college campuses. It is based on a ...
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This introductory chapter discusses the book's main themes and methodology. The book is an ethnographic study of Muslim American undergraduate women on U.S. college campuses. It is based on a research study of Muslim American women undergraduates at Georgetown and George Washington Universities in Washington, D.C. It examines the following: Muslim American women's struggles on university campuses to pursue religious authenticity while being “normal” Americans/women/youth; the majority of Americans' Orientalist stereotyping of Muslims; how Orientalist images constitute a pervasive presence in Muslim American women's own identity constructions; campus social and leisure culture; and the flawed pluralism in America and American campus culture.Less
This introductory chapter discusses the book's main themes and methodology. The book is an ethnographic study of Muslim American undergraduate women on U.S. college campuses. It is based on a research study of Muslim American women undergraduates at Georgetown and George Washington Universities in Washington, D.C. It examines the following: Muslim American women's struggles on university campuses to pursue religious authenticity while being “normal” Americans/women/youth; the majority of Americans' Orientalist stereotyping of Muslims; how Orientalist images constitute a pervasive presence in Muslim American women's own identity constructions; campus social and leisure culture; and the flawed pluralism in America and American campus culture.
Renate Klein
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9781447336570
- eISBN:
- 9781447336624
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447336570.003.0004
- Subject:
- Sociology, Gender and Sexuality
This chapter discusses the history of sexual violence in US universities to see where things have changed and where they have not. It first explains the relevant terms, such as ‘higher education ...
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This chapter discusses the history of sexual violence in US universities to see where things have changed and where they have not. It first explains the relevant terms, such as ‘higher education institution’, ‘college’ and ‘university’ as well as ‘on campus’, ‘sexualised violations’, and ‘sexual misconduct’. It then reviews the early research which overlooked the gendered nature of campus sexual violence, the initial efforts that sought to ‘teach women how to stay safe’ which were critiqued for implicit victim-blaming, and more recent prevention approaches which focus on bystander intervention and the role of friends, peers and social networks in preventing violence. It also examines victimisation and perpetration, along with the interrelationships between perpetration dynamics, campus culture and institutional governance. The chapter concludes with an analysis of issues relating to policy framing and victims' formal reporting.Less
This chapter discusses the history of sexual violence in US universities to see where things have changed and where they have not. It first explains the relevant terms, such as ‘higher education institution’, ‘college’ and ‘university’ as well as ‘on campus’, ‘sexualised violations’, and ‘sexual misconduct’. It then reviews the early research which overlooked the gendered nature of campus sexual violence, the initial efforts that sought to ‘teach women how to stay safe’ which were critiqued for implicit victim-blaming, and more recent prevention approaches which focus on bystander intervention and the role of friends, peers and social networks in preventing violence. It also examines victimisation and perpetration, along with the interrelationships between perpetration dynamics, campus culture and institutional governance. The chapter concludes with an analysis of issues relating to policy framing and victims' formal reporting.
Jennifer Beste
- Published in print:
- 2018
- Published Online:
- November 2017
- ISBN:
- 9780190268503
- eISBN:
- 9780190268534
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190268503.003.0012
- Subject:
- Religion, Religion and Society
Drawing on the theology of Johann Metz, students’ reflections concerning sexual assault, and social scientific research, this final chapter identifies three essential commitments needed to create a ...
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Drawing on the theology of Johann Metz, students’ reflections concerning sexual assault, and social scientific research, this final chapter identifies three essential commitments needed to create a sexually just culture. Those three commitments are: endorsing an affirmative sexual consent standard, embracing a culture of zero tolerance for sexual violence, and forming a conscious, collective commitment among undergraduates to free one another from the constrictive sexual, gender, and social norms of typical party and hookup culture. Citing recent changes in federal regulation on sexual assault and recent social movements by undergraduate activists nationwide, the author suggests that the possibility of cultural transformation and sexual justice on college campuses has never been more within our reach than at the present moment. As the author explains, such transformation will require the collaboration of a wide range of constituents on local, state, and federal levels.Less
Drawing on the theology of Johann Metz, students’ reflections concerning sexual assault, and social scientific research, this final chapter identifies three essential commitments needed to create a sexually just culture. Those three commitments are: endorsing an affirmative sexual consent standard, embracing a culture of zero tolerance for sexual violence, and forming a conscious, collective commitment among undergraduates to free one another from the constrictive sexual, gender, and social norms of typical party and hookup culture. Citing recent changes in federal regulation on sexual assault and recent social movements by undergraduate activists nationwide, the author suggests that the possibility of cultural transformation and sexual justice on college campuses has never been more within our reach than at the present moment. As the author explains, such transformation will require the collaboration of a wide range of constituents on local, state, and federal levels.
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.
George Gmelch and Sharon Bohn Gmelch
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9780520289611
- eISBN:
- 9780520964211
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520289611.003.0013
- Subject:
- Anthropology, Anthropology, Theory and Practice
While nothing can equal the experience of doing fieldwork in an unfamiliar culture, it is possible for students to approximate it close to home. Two fieldwork assignments the authors use in ...
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While nothing can equal the experience of doing fieldwork in an unfamiliar culture, it is possible for students to approximate it close to home. Two fieldwork assignments the authors use in anthropology classes give students hands-on experience. One involves conducting participant observation in local bingo halls. In the other, students interview international students on campus. Both teach important research and life skills (e.g., observation, communication, analysis), but the latter, in particular, gives students insight into their own culture and awareness of ethnocentrism.Less
While nothing can equal the experience of doing fieldwork in an unfamiliar culture, it is possible for students to approximate it close to home. Two fieldwork assignments the authors use in anthropology classes give students hands-on experience. One involves conducting participant observation in local bingo halls. In the other, students interview international students on campus. Both teach important research and life skills (e.g., observation, communication, analysis), but the latter, in particular, gives students insight into their own culture and awareness of ethnocentrism.
Cary Nelson
- Published in print:
- 2010
- Published Online:
- March 2016
- ISBN:
- 9780814758595
- eISBN:
- 9780814759059
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814758595.003.0003
- Subject:
- Society and Culture, Cultural Studies
This chapter identifies sixteen specific threats to academic freedom. The unique diversity of American higher education, embracing both private and public institutions, secular and religious schools, ...
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This chapter identifies sixteen specific threats to academic freedom. The unique diversity of American higher education, embracing both private and public institutions, secular and religious schools, small liberal arts colleges and mega-universities, community colleges and research universities, unfortunately leads to these threats. The seemingly encompassing economic and cultural force of corporatization—with its neoliberal economic values, instrumental view of educational mission, and managerial model for administration—has subjected very different sorts of educational institutions to similar pressures for change. It has also brought permanently exclusive and proprietary contracts to campus culture, along with elaborate security regimes designed to protect corporate secrets. As a result, there is a mix of threats to academic freedom, some specific to institutional type, some affecting many types of institutions.Less
This chapter identifies sixteen specific threats to academic freedom. The unique diversity of American higher education, embracing both private and public institutions, secular and religious schools, small liberal arts colleges and mega-universities, community colleges and research universities, unfortunately leads to these threats. The seemingly encompassing economic and cultural force of corporatization—with its neoliberal economic values, instrumental view of educational mission, and managerial model for administration—has subjected very different sorts of educational institutions to similar pressures for change. It has also brought permanently exclusive and proprietary contracts to campus culture, along with elaborate security regimes designed to protect corporate secrets. As a result, there is a mix of threats to academic freedom, some specific to institutional type, some affecting many types of institutions.
Kaiwipunikauikawēkiu Lipe, Ekela Kanī‘aupi‘o-Crozier, and Mehanaokalā Hind
- Published in print:
- 2015
- Published Online:
- November 2016
- ISBN:
- 9780824855857
- eISBN:
- 9780824868376
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824855857.003.0004
- Subject:
- Society and Culture, Pacific Studies
In this chapter, the author shares her experiences in navigating her doctoral research in building places of Hawaiian learning through her interviews with eight female educators at the University of ...
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In this chapter, the author shares her experiences in navigating her doctoral research in building places of Hawaiian learning through her interviews with eight female educators at the University of Hawaiʻi at Mānoa. She highlights her own struggle with the cultural dissonance of being a Native Hawaiian scholar grounded in Hawaiian culture pursuing a Hawaiian-focused research topic in a predominantly non–Native Hawaiian institution. She also discusses her process as she develops a framework around moʻolelo and the metaphor of the ʻaʻaliʻi (Dodonaea, a native shrub) to understand and analyze her informants' leadership experiences through ʻōlelo noʻeau, mele, and oli. The author reflects on the lessons she learned as a Native Hawaiian researcher in the academy by engaging in moʻolelo as methodology and how she used those lessons to learn about transformation: transforming campus cultures and transformative leadership.Less
In this chapter, the author shares her experiences in navigating her doctoral research in building places of Hawaiian learning through her interviews with eight female educators at the University of Hawaiʻi at Mānoa. She highlights her own struggle with the cultural dissonance of being a Native Hawaiian scholar grounded in Hawaiian culture pursuing a Hawaiian-focused research topic in a predominantly non–Native Hawaiian institution. She also discusses her process as she develops a framework around moʻolelo and the metaphor of the ʻaʻaliʻi (Dodonaea, a native shrub) to understand and analyze her informants' leadership experiences through ʻōlelo noʻeau, mele, and oli. The author reflects on the lessons she learned as a Native Hawaiian researcher in the academy by engaging in moʻolelo as methodology and how she used those lessons to learn about transformation: transforming campus cultures and transformative leadership.
