Even after the 2008 financial crisis, neoliberalism has been able to advance its program of privatization and deregulation. The Uberfication of the University analyzes the emergence of the sharing economy—an economy that has little to do with sharing access to good and services and everything to do with selling this access—and the companies behind it: LinkedIn, Uber, and Airbnb. In this society, we all are encouraged to become microentrepreneurs of the self, acting as if we are our own precarious freelance enterprises at a time when we are being steadily deprived of employment rights, public services, and welfare support. The book considers the contemporary university, itself subject to such entrepreneurial practices, as one polemical site for the affirmative disruption of this model.
Forerunners is a thought-in-process series of breakthrough digital works. Written between fresh ideas and finished books, Forerunners draws on scholarly work initiated in notable blogs, social media, conference plenaries, journal articles, and the synergy of academic exchange. This is gray literature publishing: where intense thinking, change, and speculation take place in scholarship.
This collection seeks to define the emerging field of "ubiquitous learning," an educational paradigm made possible in part by the omnipresence of digital media, supporting new modes of knowledge creation, communication, and access. As new media empower practically anyone to produce and disseminate knowledge, learning can now occur at any time and any place. The essays in this volume present key concepts, contextual factors, and current practices in this new field.
Contributors are Simon J. Appleford, Patrick Berry, Jack Brighton, Bertram C. Bruce, Amber Buck, Nicholas C. Burbules, Orville Vernon Burton, Timothy Cash, Bill Cope, Alan Craig, Lisa Bouillion Diaz, Elizabeth M. Delacruz, Steve Downey, Guy Garnett, Steven E. Gump, Gail E. Hawisher, Caroline Haythornthwaite, Cory Holding, Wenhao David Huang, Eric Jakobsson, Tristan E. Johnson, Mary Kalantzis, Samuel Kamin, Karrie G. Karahalios, Joycelyn Landrum-Brown, Hannah Lee, Faye L. Lesht, Maria Lovett, Cheryl McFadden, Robert E. McGrath, James D. Myers, Christa Olson, James Onderdonk, Michael A. Peters, Evangeline S. Pianfetti, Paul Prior, Fazal Rizvi, Mei-Li Shih, Janine Solberg, Joseph Squier, Kona Taylor, Sharon Tettegah, Michael Twidale, Edee Norman Wiziecki, and Hanna Zhong.
Few composition scholars two decades ago would have imagined the rate at which their field is now developing, expanding beyond its boundaries, creating new alliances, and locating new sites for research and generation of knowledge. In their introduction to this volume, Farris and Anson argue that, faced with a welter of competing models, compositionists too quickly dichotomize and dismiss.
The contributors to Under Construction, therefore, address themselves to the need for commerce among competing visions of the field. They represent diverse settings and distinct points of view, but their over-riding interest is in promoting a view of the field that values interaction and mutual development above dogmatics and isolation.
Faculty members who care about the institutions of higher education where they work are often at odds with university management. In his forceful book, Under New Management, Randy Martin takes a novel, evenhanded approach to this gulf between professors, who feel a loss of autonomy, and administrators.
Martin imagines a political future for academic labor based on a critical understanding of the administrative work that faculty already undertake. He considers the differences between self-rule and specialized expertise and provides a case study of a New York City public school to show how kids and families respond to the demands of managerial productivity that is part of preparing students for college. Under New Management also considers changes faced by students, faculty, and administrators in light of this reworked social compact of professionals.
Understanding Language Structure, Interaction, and Variation is an introduction to the study of language and applied linguistics for students who have had a minimum of exposure to the discipline of linguistics. Using clear, easy-to-understand explanations and examples, this text avoids the in-depth theoretical coverage found in texts written for those who specialize in linguistics or SLA. As a result, this book is perfect for students whose chosen fields require them to be acquainted with the ways language works--such as future teachers, psychologists, sociologists, and anthropologists--but who do not intend to become linguists. The text is also suitable for English or ESL/EFL teachers who need a reference volume about various aspects of language, particularly as it applies to teaching. Each chapter includes research projects and further readings.
The third edition of Understanding Language Structure, Interaction, and Variation features a new design and reorganization. All content has been significantly revised and updated. Each chapter also debunks a common language myth and now incorporates exercises that, for prior editions, appeared in a supplementary workbook. Extra practice for students is available online, as is additional materials for teachers. (There is no workbook for the third edition.)
For decades, leaders in higher education have voiced their intention to expand college education to include disadvantaged groups. Colleges have embraced and defended public policies that push back against discrimination and make college more affordable. And yet, as the economist Charles Clotfelter shows, America’s system of undergraduate education was unequal in 1970 and is even more so today.
In Unequal Colleges in the Age of Disparity, Clotfelter presents quantitative comparisons across selective and less selective colleges from the 1970s to the present, in exploration of three themes: diversity, competition, and inequality. Diversity shows itself in the variety of colleges’ objectives but also in the disparity of the material and human resources at their disposal. Competition operates through both the supply and the demand sides of the market, with college admissions becoming more meritocratic even as the most desirable colleges choose to contend fiercely for top-tier students rather than accommodate rising numbers of qualified applicants. Clotfelter shows that exclusive colleges have also benefited disproportionately from America’s growing income inequality. As their endowments have ballooned, their students have become more academically advantaged, owing in part to the extraordinary steps affluent families take to groom their children for college admission.
Clotfelter finds that despite a revolution in civil rights, billions spent on financial aid, and the commitment of colleges to greater equality, stratification has grown starker. Top colleges cater largely to children of elites.
With the greatest income inequality in the world, the nations of the Americas face the challenge of consolidating democratic regimes, improving productivity, and reducing poverty as they enter the twenty-first century. Educational opportunity is central to this threefold challenge.
The distinguished contributors to this volume discuss current policies and issues in Argentina, Chile, Colombia, Mexico, Peru, and the United States, as they explore the nature of the relationship among education, poverty, and inequality. The book provides impressive evidence linking school participation, the quality of education for poor children in the Americas, and the impact of education policies to promote social justice. Using both qualitative and quantitative data, the book addresses the following sets of questions: How does the education system reproduce social inequality? How does education provide opportunities for social mobility? What are the causal processes involved? What is the direction of this causation?
Linking theory and practice, the authors explore the dynamic relationship between educational change and social change, and weigh the significance of their findings for the educational chances of poor children.
The primacy of words over images has deep roots in Western culture. But what if the two are inextricably linked, equal partners in meaning-making? Written and drawn entirely as comics, Unflattening is an experiment in visual thinking. Nick Sousanis defies conventional forms of scholarly discourse to offer readers both a stunning work of graphic art and a serious inquiry into the ways humans construct knowledge.
Unflattening is an insurrection against the fixed viewpoint. Weaving together diverse ways of seeing drawn from science, philosophy, art, literature, and mythology, it uses the collage-like capacity of comics to show that perception is always an active process of incorporating and reevaluating different vantage points. While its vibrant, constantly morphing images occasionally serve as illustrations of text, they more often connect in nonlinear fashion to other visual references throughout the book. They become allusions, allegories, and motifs, pitting realism against abstraction and making us aware that more meets the eye than is presented on the page.
In its graphic innovations and restless shape-shifting, Unflattening is meant to counteract the type of narrow, rigid thinking that Sousanis calls “flatness.” Just as the two-dimensional inhabitants of Edwin A. Abbott’s novella Flatland could not fathom the concept of “upwards,” Sousanis says, we are often unable to see past the boundaries of our current frame of mind. Fusing words and images to produce new forms of knowledge, Unflattening teaches us how to access modes of understanding beyond what we normally apprehend.
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
CONTRIBUTORS:
Aaron Blackwelder
Susan D. Blum
Arthur Chiaravalli
Gary Chu
Cathy N. Davidson
Laura Gibbs
Christina Katopodis
Joy Kirr
Alfie Kohn
Christopher Riesbeck
Starr Sackstein
Marcus Schultz-Bergin
Clarissa Sorensen-Unruh
Jesse Stommel
John Warner
Service learning has become an institutionalized practice in higher education. Students are sent out to disadvantaged communities to paint, tutor, feed, and help organize communities. But while the students gain from their experiences, the contributors to The Unheard Voices ask, "Does the community?"
This volume explores the impact of service learning on a community, and considers the unequal relationship between the community and the academy. Using eye-opening interviews with community-organization staff members, The Unheard Voices challenges assumptions about the effectiveness of service learning. Chapters offer strong critiques of service learning practices from the lack of adequate training and supervision, to problems of communication and issues of diversity. The book's conclusion offers ways to improve service learning so that future endeavors can be better at meeting the needs of the communities and the students who work in them.
The University and the People chronicles the influence of Populism—a powerful agrarian movement—on public higher education in the late nineteenth century. Revisiting this pivotal era in the history of the American state university, Scott Gelber demonstrates that Populists expressed a surprising degree of enthusiasm for institutions of higher learning. More fundamentally, he argues that the mission of the state university, as we understand it today, evolved from a fractious but productive relationship between public demands and academic authority.
Populists attacked a variety of elites—professionals, executives, scholars—and seemed to confirm academia’s fear of anti-intellectual public oversight. The movement’s vision of the state university highlighted deep tensions in American attitudes toward meritocracy and expertise. Yet Populists also promoted state-supported higher education, with the aims of educating the sons (and sometimes daughters) of ordinary citizens, blurring status distinctions, and promoting civic engagement. Accessibility, utilitarianism, and public service were the bywords of Populist journalists, legislators, trustees, and sympathetic professors. These “academic populists” encouraged state universities to reckon with egalitarian perspectives on admissions, financial aid, curricula, and research. And despite their critiques of college “ivory towers,” Populists supported the humanities and social sciences, tolerated a degree of ideological dissent, and lobbied for record-breaking appropriations for state institutions.
It is no longer clear what role the University plays in society. The structure of the contemporary University is changing rapidly, and we have yet to understand what precisely these changes will mean. Is a new age dawning for the University, the renaissance of higher education under way? Or is the University in the twilight of its social function, the demise of higher education fast approaching?We can answer such questions only if we look carefully at the different roles the University has played historically and then imagine how it might be possible to live, and to think, amid the ruins of the University. Tracing the roots of the modern American University in German philosophy and in the work of British thinkers such as Newman and Arnold, Bill Readings argues that historically the integrity of the modern University has been linked to the nation-state, which it has served by promoting and protecting the idea of a national culture. But now the nation-state is in decline, and national culture no longer needs to be either promoted or protected. Increasingly, universities are turning into transnational corporations, and the idea of culture is being replaced by the discourse of "excellence." On the surface, this does not seem particularly pernicious.
The author cautions, however, that we should not embrace this techno-bureaucratic appeal too quickly. The new University of Excellence is a corporation driven by market forces, and, as such, is more interested in profit margins than in thought. Readings urges us to imagine how to think, without concession to corporate excellence or recourse to romantic nostalgia within an institution in ruins. The result is a passionate appeal for a new community of thinkers.
Thomas Walz tells the story of Bill Sackter, a man who spent nearly half a century in a Minnesota mental institution and emerged to blossom into a most unlikely celebrity. Bill Sackter was committed to the Faribault State Hospital at the age of seven, there to remain until he was in his fifties. At the time of his commitment, Bill’s father had recently died; thus his sole contact with his family came through rare letters from his mother.
Some years after his discharge from Faribault as a result of the movement to deinstitutionalize the mentally ill in the 1960s, Bill enjoyed a serendipitous encounter with a young college student and part-time musician, Barry Morrow. Bill became part of the Morrow family and a regular in Morrow’s music group. When Morrow accepted a job at the School of Social Work at the University of Iowa, Bill followed him to Iowa City and was put in charge of a small coffee service.
Bill became an important part of the University of Iowa community, and Wild Bill’s Coffeeshop developed into an institution. A cheerful man of great good will who was a harmonica virtuoso, Bill began to inspire affectionate legends, and his life as a celebrity began in earnest. He was named Iowa’s Handicapped Person of the Year in 1977, and two television movies were made about his life—Bill, which earned Emmy awards for cowriter Barry Morrow and Mickey Rooney (as Bill) in 1981, and Bill on His Own in 1983. Years later, Morrow would earn an Oscar for his script of Rain Man.
Through vignettes ranging from hilarious to near tragic. Walz reveals a remarkable human being. An account of Bill's life in an institution is necessarily part of the story, but there is much more: Bill’s role in helping a young child recover from a coma, his menagerie of friends, his love for a pet parakeet, his late-life Bar Mitzvah, his failure as a woodworker, his success as Santa, and his dignified death at the age of seventy.
An essential American dream—equal access to higher education—was becoming a reality with the GI Bill and civil rights movements after World War II. But this vital American promise has been broken. Christopher Newfield argues that the financial and political crises of public universities are not the result of economic downturns or of ultimately valuable restructuring, but of a conservative campaign to end public education’s democratizing influence on American society. Unmaking the Public University is the story of how conservatives have maligned and restructured public universities, deceiving the public to serve their own ends. It is a deep and revealing analysis that is long overdue.
Newfield carefully describes how this campaign operated, using extensive research into public university archives. He launches the story with the expansive vision of an equitable and creative America that emerged from the post-war boom in college access, and traces the gradual emergence of the anti-egalitarian “corporate university,” practices that ranged from racial policies to research budgeting. Newfield shows that the culture wars have actually been an economic war that a conservative coalition in business, government, and academia have waged on that economically necessary but often independent group, the college-educated middle class. Newfield’s research exposes the crucial fact that the culture wars have functioned as a kind of neutron bomb, one that pulverizes the social and culture claims of college grads while leaving their technical expertise untouched. Unmaking the Public University incisively sets the record straight, describing a forty-year economic war waged on the college-educated public, and awakening us to a vision of social development shared by scientists and humanists alike.
How the Great Recession revealed a system of school choice built on crisis, precarity, and exclusion
What do universal rights to public goods like education mean when codified as individual, private choices? Is the “problem” of school choice actually not about better choices for all but, rather, about the competition and exclusion that choice engenders—guaranteeing a system of winners and losers? Unsettling Choice addresses such questions through a compelling ethnography that illuminates how one path of neoliberal restructuring in the United States emerged in tandem with, and in response to, the Civil Rights movement.
Drawing on ethnographic research in one New York City school district, Unsettling Choice traces the contestations that surfaced when, in the wake of the 2007–2009 Great Recession, public schools navigated austerity by expanding choice-based programs. Ujju Aggarwal argues that this strategy, positioned as “saving public schools,” mobilized mechanisms rooted in market logics to recruit families with economic capital on their side, thereby solidifying a public sphere that increasingly resembled the private—where contingency was anticipated and rights for some were marked by intensified precarity for poor and working-class Black and Latinx families.
As Unsettling Choice shows, these struggles over public schools—one of the last remaining universal public goods in the United States—were entrapped within neoliberal regimes that exceeded privatization and ensured exclusion even as they were couched in language of equity, diversity, care, and rights. And yet this richly detailed and engaging book also tracks an architecture of expansive rights, care, and belonging built among poor and working-class parents at a Head Start center, whose critique of choice helps us understand how we might struggle for—and reimagine—justice, and a public that remains to be won.
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How special education used disability labels to marginalize Black students in public schools
The Unteachables examines the overrepresentation of Black students in special education over the course of the twentieth century. As African American children integrated predominantly white schools, many were disproportionately labeled educable mentally retarded (EMR), learning disabled (LD), and emotionally behavioral disordered (EBD). Keith A. Mayes charts the evolution of disability categories and how these labels kept Black learners segregated in American classrooms.
The civil rights and the educational disability rights movements, Mayes shows, have both collaborated and worked at cross-purposes since the beginning of school desegregation. Disability rights advocates built upon the opportunity provided by the civil rights movement to make claims about student invisibility at the level of intellectual and cognitive disabilities. Although special education ostensibly included children from all racial groups, educational disability rights advocates focused on the needs of white disabled students, while school systems used disability discourses to malign and marginalize Black students.
From the 1940s to the present, social science researchers, policymakers, school administrators, and teachers have each contributed to the overrepresentation of Black students in special education. Excavating the deep-seated racism embedded in both the public school system and public policy, The Unteachables explores the discriminatory labeling of Black students, and how it indelibly contributed to special education disproportionality, to student discipline and push-out practices, and to the school-to-prison pipeline effect.
The essayists consider the complex state of anthropology, its relation to other disciplines and the public sphere beyond academia, the significance of the convergence of linguistic and cultural anthropology, and whether or not anthropology is the best home for archaeology. While the contributors are not in full agreement with one another, they all critique “official” definitions of anthropology as having a fixed, four-field core. The editors are keenly aware that anthropology is too protean to be remade along the lines of any master plan, and this volume does not offer one. It does open discussions of anthropology’s institutional structure to all possible outcomes, including the refashioning of the discipline as it now exists.
Contributors. James Clifford, Ian Hodder, Rena Lederman, Daniel A. Segal, Michael Silverstein, Sylvia J. Yanagisako
In Upsetting Composition Commonplaces, Ian Barnard argues that composition still retains the bulk of instructional practices that were used in the decades before poststructuralist theory discredited them. While acknowledging that some of the foundational insights of poststructuralist theory can be difficult to translate to the classroom, Barnard upends several especially intransigent tenets that continue to influence the teaching of writing and how students are encouraged to understand writing.
Using six major principles of writing classrooms and textbooks—clarity, intent, voice, ethnography, audience, and objectivity—Barnard looks at the implications of poststructuralist theory for pedagogy. While suggesting some evocative poststructuralist pedagogical practices, the author focuses on diagnosing the fault lines of composition's refusal of poststructuralism rather than on providing "solutions” in the form of teaching templates.
Upsetting Composition Commonplaces addresses the need to more effectively engage in poststructuralist concepts in composition in an accessible and engaging voice that will advance the conversation about relations between the theory and teaching of writing.
This book describes the emergence of a small but essential medical specialty, urology, at one of the first American public institutions of higher education, the University of Michigan. Urology at Michigan: The Origin Story, a microcosm of the modern world of healthcare specialization, entwines many stories beginning with its earliest roots, diagnostic uroscopy and the primitive interventions of catheterization and lithotomy. The Hippocratic Oath forbade its generalist healers from only three practices – abortion, euthanasia, and lithotomy, relegating the last to specialists “in that art,” namely itinerant lithotomists of whom little record remains. Over two and a half millennia since Hippocrates, catheterization, lithotomy, and genitourinary surgery in general advanced only modestly until products of the industrial revolution and scientific inquiry provided the tools and knowledge that accelerated the ancient genitourinary work into a new discipline of urology around the fin de siècle of the 19th century, just as the University of Michigan concurrently was joining the top rank of higher education.
The University of Michigan in the early 20th century was nearly a century old and contained a medical school and wholly-owned University Hospital, the first of that genre. Ann Arbor was a propitious place for modern urology to take hold when Hugh Cabot brought not just the new terminology, but also the complete triple mission with urologic education and research embedded in a milieu of world-class clinical care. Cabot arrived in Ann Arbor from Boston in the autumn of 1919, imbued with more than two years’ service in WWI with the British Expeditionary Forces on the Western Front, and he became Dean of the Medical School in 1921. Cabot expanded the full-time salary model in the medical school, supervised construction of Ann Arbor’s 4th iteration of the University Hospital, but its first state-of the art facility. He created a multi-specialty academic group practice and assembled a great faculty with future leaders in surgery including Frederick Coller, Max Peet, Carl Badgley, and John Alexander. Cabot’s first trainees to become urologists were Charles Huggins, a future Nobel Laureate, and Reed Nesbit who rose to the top ranks of academic and organizational urology and made Ann Arbor an international clinical and educational destination. This book tells the story of urology at Michigan amidst the larger stories of the roots of genitourinary surgery, the formation of the University of Michigan and its Medical School, and the inevitable tensions of balancing the triple mission of medical academia: education and investigation within a milieu of the essential transaction of excellent clinical care.America's university president extraordinaire adds a new chapter and preface to The Uses of the University, probably the most important book on the modern university ever written. This summa on higher education brings the research university into the new century.
The multiversity that Clark Kerr so presciently discovered now finds itself in an age of apprehension with few certainties. Leaders of institutions of higher learning can be either hedgehogs or foxes in the new age. Kerr gives five general points of advice on what kinds of attitudes universities should adopt. He then gives a blueprint for action for foxes, suggesting that a few hedgehogs need to be around to protect university autonomy and the public weal.
A Wisconsin story that serves as a national warning
UW Struggle provides an on-the-ground view of the smoldering attack on public higher education in Wisconsin. Chuck Rybak, who works in the University of Wisconsin System, provides important glimpses into the personal lives of those affected, the dismantling of tenure protections, the diminishment of shared governance, and how faculty remain the scapegoat for all of the university’s problems. This is a chronicle of failed leadership and what actions, if any, can protect this vital American institution.
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