This book explores questions concerning personal identity and individual conduct within neoliberal academe. The author suggests that neoliberal academe is normal academe in the new millennium though well aware of its contested nature and destructive capacities. Examining higher education through a number of ideals, such as austerity and transparency, brings readers on a journey into its present as well as its past. If some of these ideals can be identified and critiqued, there is a chance that the foundations of neoliberal academe can be weakened. This book actively pursues pathways out of the neoliberal abyss--and offers that demanding a role for pleasure in higher education may be one of them.
The major premise of this book is that efforts to construct a Marxist analysis of education centered on schools and schooling are misdirected. Instead, the author contends that explorations of education must, more importantly, focus on the valuable learning experiences that occur outside the classroom. Using Marx's own writings as a guide to interpreting past and present events, the author explores how education should be conceptualized in order to liberate working people. He identifies those aspects of education linked with the specifically capitalist nature of our societies, and those that give hope of the cooperative, responsible society that Marx anticipated.
This text provides a framework for understanding higher education in the US and other western countries since the 1970s whereby the logic of the market place has increasingly come to dominate all arenas and, in context, the education system. The author calls this process "commodification" and he describes the transformation of universities in the US and elsewhere as they attempt to accomodate the enforced changes on their academic lives and those of their students.; The book chronicles changes with the increasing focus on career and the movement towards the instrumental functions of education; the financial crisis and the development of a more corporate approach to education; of consumption that produce universities heavy with expensive, well-equipped and powerful administrations and decreasing numbers of ever more disenfranchised faculty.
Neoliberalism and Education Systems in Conflict: Exploring Challenges Across the Globe explores how neoliberal values are imprinted onto educational spaces and practices, and by consequence, fundamentally reshape how we come to understand the educational experience at the school or system level. Countries across the globe struggle with the residual effects of increased accountability, choice/voucher systems, and privatization. The first section of the book discusses the direct imprint of neoliberal policies on educational spaces. The next section examines the more indirect outcomes of neoliberalism, including the challenges of inequity, access, violence, racism, and social justice issues as a result of neoliberal ideologies. Each section of the book includes case studies about education systems across the globe, including Britain, Middle East, Turkey, United States, China, and Chile written by international contributors. Neoliberalism and Education Systems in Conflict is essential reading for educators, scholars, and faculty of educational leadership and policy globally.
The presentation of technology as a response to human want or need is a defining aspect of Black Mirror, a series that centers the transhumanist conviction that ontological deficiency is a solvable problem. The articles in this collection continue Black Mirror's examination of the transhuman need for plentitude, addressing the convergence of fantasy, the posthuman, and the dramatization of fear. The contributors contend that Black Mirror reveals both the cracks of the posthuman self and the formation of anxiety within fantasy's empty, yet necessary, economy of desire. The strength of the series lies in its ability to disrupt the visibility of technology, no longer portraying it as a naturalized, unseen background, affecting our very being at the ontological level without many of us realizing it. This volume of essays argues that this negative lesson is Black Mirror's most successful approach. It examines how Black Mirror demonstrates the Janus-like structure of fantasy, as well as how it teaches, unteaches, and reteaches us about desire in a technological world.
A collection of essays written by arts and humanities scholars across disciplines, this book argues that higher education has been compromised by its uncritical acceptance of our culture’s standards of productivity, busyness, and speed. Inspired by the Slow Movement, contributors explain how and why university culture has come to value productivity over contemplation and rapidity over slowness. Chapter authors argue that the arts and humanities offer a cogent critique of fast culture in higher education, and reframe the discussion of the value of their fields by emphasizing the dialectic between speed and slowness.
This book discusses pedagogical solutions that enable students to see how capitalist processes and economic inequalities intersect and shape our assumptions and behaviours. The contributors provide thoughtful reflections on the struggles and opportunities instructors face in teaching about these topics while competing against the invisibility of capitalist forces and prevalent social myths, such as “anyone who works hard can achieve”. This book will not only help instructors empower students to recognize economic injustice and its interaction with capitalist organization, but also develops and acts on transformative solutions. Through analysis of the classed dimensions of the current political, economics, and cultural climate, as well as presenting novel lesson plans and classroom activities, this book is of great value for college and university professors.
Anthropologists have acted as experts and educators on the nature and ways of life of people worldwide, working to understand the human condition in broad comparative perspective. As a discipline, anthropology has often advocated — and even defended — the cultural integrity, authenticity, and autonomy of societies across the globe. Public anthropology today carries out the discipline’s original purpose, grounding theories in lived experience and placing empirical knowledge in deeper historical and comparative frameworks. This is a vitally important kind of anthropology that has the goal of improving the modern human condition by actively engaging with people to make changes through research, education, and political action.
Higher Education: A Critical Business is a bold statement about higher education in the modern age. It continues Ronald Barnett's thinking of his earlier books but offers a completely new set of ideas in a challenging but engaging argument. A defining concept of the Western university is that of critical thinking, but that idea is completely inadequate for the changing and unknowable world facing graduates. Instead, we have to displace the idea of critical thinking with the much broader idea of critical being. In this idea, students reflect critically on knowledge but they also develop their powers of critical self-reflection and critical action. This critique is transformatory. An education for critical being calls for a new approach to the process of higher education. It also has implications for the organization and management of universities, and for the relationship of universities to the wider worlds of work, professionalism and intellectual life. "Barnett reviews what the academy customarily means when it talks about critical thought, explains why that talk is so often shallow and pessimistic, and holds up for contemplation a positive conception of a 'very wide self' formed through education.... He breathes completely new life into the dead notion of academic as intellectual" - Professor Sheldon Rothblatt, University of California, Berkeley and Royal Institute of Technology, Sweden Anyone interested in understanding how we might develop universities and higher education for the modern world should read this important book.