Resistance, Reclaiming, Organizing, and Black Lives Matter in Education
Edited By Anthony J. Nocella II and Erik Juergensmeyer
Fighting Academic Repression and Neoliberal Education is a cutting-edge investigation of the alarming state of education today. This practical how-to handbook gives readers tactics and strategies to organize and challenge forces that threaten liberatory critical education. Drawn from scholars and activists from across the world, the fifteen chapters guide readers through a strategic method of understanding the academic industrial complex and corporate education in the twenty-first century. Education is being hijacked by banks and corporations that are tearing apart the foundational fabric of academic freedom, resulting in mass standardized education and debt for all students and furthering racial inequity. This is a must-read for anyone interested in democracy, education, social justice, critical pedagogy, and Black Lives Matter.
6. Owning Curriculum: Megafoundations, the State, and Writing Programs (Erik Juergensmeyer / Sue Doe)
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Owning Curriculum: Megafoundations, the State, and Writing Programs
ERIK JUERGENSMEYER AND SUE DOE
The problem is that placement into an extra section of composition causes the student to be on the wrong horse on the carousel, to miss the ring, and be off the road map to success. FYC is usually the prerequisite to all major courses, so this is a major inefficiency from the point of view of administrators watching the assembly line […] They don’t see students as having different needs, so they don’t value programs that try to address those needs.
—J. EDLUND (2016, PARA. 3)
The US university, long touted as embodying the democratic principles of academic freedom and the free exchange of ideas, can be a dangerous place […] for a rhetorician to teach and practice the political arts of democracy.
—M. J. BRAUN (2011, P. 137)
Nearly all stages of education are encountering challenges brought on by the academic-industrial complex. Stories of intimidation, excessive oversight, program and position eliminations have abounded for some time (Feldman, 1999; Giroux, 2007; Yee, 2011). Why? Why are such aggressive tactics used on the stewards of future generations of thinkers and citizens? Are we merely collateral damage of the machinations of ideological complexes? Does our position on the front lines of new ideas simply make our exposure to a barrage of fire unavoidable? Or, do thinkers and educators pose...
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