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)
Continue reading Critical Point 1: The aesthetics of good and bad ethnography
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.
Continue reading What does a critical ethnography of the university look like? A critical reading of Hugh Gusterson
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.
Continue reading What is Neo-Taylorism?
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).
Continue reading A feminist student movement in Chile
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.
Continue reading Naidu, “Glaring invisibility: Dressing the body of the female cleaner”
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.
Continue reading Academography year three
Gina Hunter is an anthropologist teaching at Illinois State University, in the Midwestern United States, and a longstanding participant in the Ethnography of the University Initiative (EUI). The EUI, which we’ve written about before, is an institutional initiative housed at the University of Illinois which aims to support reflexive student research projects about higher education. The project has been around since 2002, and Hunter was its co-director from 2006–2014. She generously took the time to answer a number of questions about the project, its politics and context. The interview, if I may say so, is particularly relevant for teachers thinking about the politics of students doing critical research on their own educational institutions.
Continue reading Interview with Gina Hunter (Ethnography of the University Initiative)
I’ve been interested lately in a stream of new work coming out on language politics in global higher education. Yesterday I came across a new paper on English language instruction in Ukraine: Bridget Goodman’s “Acts of Negotiation: Governmentality and Medium of Instruction in an Eastern Ukrainian University,” just published in Anthropology & Education Quarterly. It’s a fine-grained ethnographic analysis of what’s at stake in teaching in multilingual situations.
Continue reading Goodman, “Acts of Negotiation”
I was delighted to come across Joshua Sperber’s new research project about Rate My Professors. In Making the Grade – Rating Professors, published in CUNY’s New Labor Forum, Sperber studies what happens when students can “rate their professors” on the web. The project was based on an online survey of 41 students and 47 adjunct professors, which seems to have elicited a wealth of rich qualitative data. Continue reading Joshua Sperber, “Making the Grade – Rating Professors”