Critical Philosophy and Anthropology of Education Syllabus

For our continuing collection of syllabi, here is the syllabus for an undergraduate seminar that I taught in 2016 during my postdoc at Whittier College (a small liberal arts college in Southern California). Its mission was to put critical ethnography of higher education into dialogue with critical philosophies of education (from Plato to Freire, essentially).

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Politics of the University in the Global North Syllabus

A note from an Australian colleague just reminded me that we still need to flesh out our collection of teaching materials in Critical University Studies and critical ethnography of higher education. I do have a few things I can contribute from my own teaching practice. I’ll start here with a reading list that I wrote in 2013 for a class on the politics of universities in the Global North. It is mainly about the United States, with a bit of comparative work from other places, particularly France.

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Critical Point 2: The return to political economy

This is the second post in a series of critical engagements with Hugh Gusterson’s paper, Homework: Toward a Critical Ethnography of the University. I won’t repeat the framing of this series here, but you may want to read the introduction before continuing, or see the whole list of posts.

I was saying in the last post that Gusterson smuggles in his own preferred theoretical approach beneath a set of ostensibly neutral epistemic criteria, such as “systematicity” and “self-awareness.” His preferred approach is, in substance, a contemporary version of political economy. So let us take time here to see what Gusterson’s political economy looks like.

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Critical Point 1: The aesthetics of good and bad ethnography

This is the first substantive post in a series of critical engagements with Hugh Gusterson’s paper, Homework: Toward a Critical Ethnography of the University. I won’t repeat the framing of this series here, but you may want to read the introduction before continuing, or see the whole list of posts.

As I mentioned in the introduction to this series, Gusterson’s paper calls for what he pictures as a more “systematic” anthropology of the university. It is worth revisiting his initial formulation in detail:

Some good ethnographic studies of aspects of university life have been written, but it must be said that, after three decades of “repatriated” anthropology (Marcus and Fischer 1986), the anthropological literature on universities is, taken as an ensemble, underdeveloped, scattered, and riddled with blind spots. And in this literature universities tend to be treated as spaces where particular phenomena, such as ethnic or gender relations, can be studied, but not as institutions to be theorized in and of themselves. (435)

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What does a critical ethnography of the university look like? A critical reading of Hugh Gusterson

Last year, the anthropologist Hugh Gusterson, known for his book on nuclear rituals at the U.S. government’s Lawrence Livermore National Laboratory, published a sort of manifesto in American Ethnologist entitled “Homework: Toward a critical ethnography of the university.” It is the most prominent statement on anthropology of universities to emerge from U.S. cultural anthropology in recent years. I wanted to write up some thoughts about its argument, which I think deserves to be considered carefully.

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What is Neo-Taylorism?

Morten Levin and Davydd Greenwood, in their book “Creating a New Public University,” put a lot of emphasis on what they call Neo-Taylorism. This is their general term for the corporate organizational form that dominates most contemporary universities. While everyone reading this has likely heard the expression “neoliberalism,” most people won’t have heard of “Neo-Taylorism.” So I wrote up a little primer in Q & A form.

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Madden, “Reflections on Teaching in a For-Profit College”

Radical Teacher has just published a very interesting auto-ethnographic piece by Jaime Madden, called “Instructor or Customer Service Representative?: Reflections on Teaching in a For-Profit College.” I wanted to pick out some important moments from it.

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A feminist student movement in Chile

I don’t know of any new ethnographic research on Chilean student feminism, but the media is reporting on a significant feminist protest movement that has been going on for a month in Chilean universities and schools. The watchword seems to be “Against macho violence” (contra la violencia machista).

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Naidu, “Glaring invisibility: Dressing the body of the female cleaner”

I’ve been teaching more South African ethnographic work lately, and I just came across a great paper about outsourced campus cleaning staff at the University of KwaZulu Natal. Maheshvari Naidu‘s 2009 Glaring invisibility: dressing the body of the female cleaner is a particularly rich feminist ethnography of how black African women cleaning staff relate to their mandatory work uniforms. The bottom line is easy to convey: They don’t like them. Yet they are required to wear them.

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Academography year three

The Academography project began in late 2016 and now it’s almost March 2018, so it seems as good a time as any to take stock of our progress.

Globally speaking, as far as I can tell, higher education has not changed enormously in the past sixteen months. It continues to be a highly contested space whose history is inseparable from all the other major global processes. I’m thinking of things like the evolution of neoliberal governance, the progress of decolonizing projects such as Transformation in South Africa, the ongoing conflicts about immigration and racialization, the resurgence of ethnonationalisms notably under Donald Trump, antisexist projects like #metoo, and ongoing debates about precarious labor.

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