“Campaigns matter in part because of who meets whom, about the social networks that are shaped by that campaign as well as shaping it.”
Tag: Higher Education
“It’s not about the land underneath campuses. It’s land at a distance, that can be sold or managed to raise funds for endowments.”
“You can have really intense intimacy over distance, sometimes only because distance is there.”
“Individual Americans thought they were the only ones who could not afford to send their kids to college.”
“You fall short and then you wonder, 'what could I do differently next time that gets us a little bit closer?' I love that process.”
Some wager that the end is not inevitable: that universities can reassert their centrality to the American liberal democratic project.
Institutions separate complainers from one another and from their own support networks. But what if we complained as a collective?
A “regional” humanities abandons academia’s tepid globalism, and confronts local oppressions like prisons, schools, housing, and the police.
“At a certain point, it seemed like all my students were depressed… This was depressing.”
The university has been changing, to be sure. But has the proportion of students who want to devote themselves to acts of humanistic creativity?
The way we talk about racial justice matters. In fact, corporation’s embrace of antiracist slogans can actually advance racism.
“They all wanted to imagine a different possibility of an integrated neighborhood, where folks worked together.”
An educated public grew out of freedom, W. E. B. Du Bois claimed. And education was also freedom’s surest protector.
Do we want a university built around managers and cops, or around students and their teachers?
“Given the long, tainted history of sex under patriarchy, maybe we need reparative norms around sex.”
Racial-justice movements in higher education offer a template for how to dislodge education’s focus on entrenching prestige.
In the contemporary United States, higher education does more to exaggerate than relieve class and cultural divisions.
Since all data can now be used for immigration enforcement, universities cannot assume that collecting data on their students is safe.
Nobody knows what will be useful in the future. And this is why we so often find humanistic activities in the seeds and roots of STEM.
What should schools teach about the Constitution? And should they teach feelings, aspiration, or fact?