Social anthropology and ethnology, Anthropologie sociale et ethnologie, Sociology, Sociologie, Sociologie, Sociology, Sociologie de l'éducation. Systemes scolaires. Education Permanente, Sociology of education. Educational systems. Lifelong education, Sociologie politique, Political sociology, Etudes générales. Idéologies, General studies. Ideologies, Aliénation politique, Political alienation, Autonomie, Autonomy, Enseignement supérieur, Higher Education, Indépendance, Independence, Militarisme, Militarism, Université, University, and Instrumentalisation
Subject to severe financial constraints while operating within a regime of moral panics driven by the 'war on terrorism', higher education in the United States faces both a legitimation crisis and a political crisis. With its increasing reliance on Pentagon and corporate interests, the academy has largely opened its doors to serving private and governmental interests and in doing so has compromised its role as a democratic public sphere. This article situates the development of the university as a militarized knowledge factory within the broader context of what I call the biopolitics of militarization and its increasing influence and power within American society after the tragic events of September 11, 2001. Highlighting and critically engaging the specific ways in which the forces of militarization are shaping various aspects of university life, this article focuses on the growth of militarized knowledge and research, the increasing development of academic programs and schools that serve military personnel, and the ongoing production of military values and subject positions on US campuses. It also charts how the alliance between the university and the national security state has undermined the university as a site of criticism, dissent and critical dialogue.
FEATHERSTONE, Mike, VENN, Couze, GARCIA CANCLINI, Néstor, KANG, Myungkoo, CONNOLLY, William E, GIROUX, Henry A, FAN JINGHUA, TU YOUXIANG, TICINETO CLOUGH, Patricia, THACKER, Eugene, ARISTARKHOVA, Irina, BISHOP, Ryan, PHILLIP, John, HUIMIN JIN, YUBIN HE, THERBORN, Goran, STADE, Ronald, BECK, Ulrich, and ARANTES, Antonio A
Theory, culture & society. 24(7-8):261-318
Social anthropology and ethnology, Anthropologie sociale et ethnologie, Sociology, Sociologie, Sociologie, Sociology, Sociologie de la connaissance et de la culture, Sociology of knowledge and sociology of culture, Sociologie du loisir et de la culture, Sociology of leisure and mass culture, Cosmopolitisme, Cosmopolitanism, Diversité culturelle, Cultural diversity, Globalisation, Globalization, Information, Média, Media, Savoir, and Knowledge
Social anthropology and ethnology, Anthropologie sociale et ethnologie, Sociology, Sociologie, Ethnologie, Ethnology, Acculturation, changements sociaux contemporains. (action et revendications culturelles - droits des peuples autochtones - formation des états), Acculturation, contemporary social changes. (cultural action - rights of indigenous peoples ), Amérique, America, Structure et relations sociales, Social structure and social relations, Codifications morales traditionnelles, cadres juridiques, Traditional moral codes, legal frameworks, Adorno (T. W.), Compréhension, Comprehension, Education, Photographie, Photography, Prison, Pédagogie, Pedagogy, Société, Society, Torture, Autoritaire, and Société américaine
Drawing upon Theodor Adorno's famous essay, 'Education After Auschwitz' this article examines the question of how education should be engaged in light of the abuse and torture by American soldiers and personnel that took place at Abu Ghraib prison. The essay attempts to understand not only how the photographs of abuse and torture signalled a particular form of public pedagogy, but also how pedagogy itself becomes central to understanding the changing political, ideological, and economic conditions that made the abuse and torture at Abu Ghraib possible and what the latter implies for how we understand both cultural politics and the growing authoritarian nature of American society.
Education, Éducation, Sciences de l'éducation, Educational sciences, Organisation de l'enseignement, Educational organization, Généralités, General points, Enseignement supérieur, Higher education, Etats-Unis, Canada, United States, Canada, Analyse critique, Critical analysis, Démocratie, Democracy, Enseignement supérieur, Higher Education, Inégalité sociale, Social Inequality, Néolibéralisme, Neoliberalism, Politique de l'éducation, Educational Policy, Privatisation, and Privatization
In this article, Henry Giroux addresses the corrosive effects of corporate culture on the academy and recent attempts by faculty and students to resist the corporatization of higher education. Giroux argues that neoliberalism is the most dangerous ideology of the current historical moment. He shows that civic discourse has given way to the language of commercialization, privatization, and deregulation and that, within the language and images of corporate culture, citizenship is portrayed as an utterly privatized affair that produces self-interested individuals. He maintains that corporate culture functions largely to either ignore or cancel out social injustices in the existing social order by overriding the democratic impulses and practices of civil society through an emphasis on the unbridled workings of market relations. Giroux suggests that these trends mark a hazardous turn in U.S. society, one that threatens our understanding of democracy and affects the ways we address the meaning and purpose of higher education.