Public Intellectuals Against the Neoliberal University

[marmar]

Public Intellectuals Against the Neoliberal University

Tuesday, 29 October 2013 09:16
By Henry A Giroux, Truthout | Op-Ed

"The University is a critical institution or it is nothing." - Stuart Hall

I want to begin with the words of the late African-American poet, Audre Lourde, who was in her time a formidable writer, educator, feminist, gay rights activist and public intellectual who displayed a relentless courage in addressing the injustices she witnessed all around her. She writes:

Poetry is not a luxury. It is a vital necessity of our existence. It forms the quality of the light within which we predicate our hopes and dreams toward survival and change, first made into language, then into idea, then into more tangible action. Poetry is the way we help give name to the nameless so it can be thought. The farthest horizons of our hopes and fears are cobbled by our poems, carved from the rock experiences of our daily lives.

And while Lourde refers to poetry here, I think a strong case can be made that the attributes she ascribes to poetry can also be attributed to higher education - a genuine higher education.2 In this case, an education that includes history, philosophy, all of the arts and humanities, the criticality of the social sciences, the world of discovery made manifest by science, and the transformations in health and in law wrought by the professions that are at the heart of what it means to know something about the human condition. Lourde's defense of poetry as a mode of education is especially crucial for those of us who believe that the university is nothing if it is not a public trust and social good; that is a critical institution infused with the promise of cultivating intellectual insight, the imagination, inquisitiveness, risk-taking, social responsibility and the struggle for justice. At best, universities should be at the "heart of intense public discourse, passionate learning and vocal citizen involvement in the issues of the times." It is in the spirit of such an ideal that I first want to address those larger economic, social, and cultural interests that threaten this notion of education, especially higher education.

Across the globe, the forces of casino capitalism are on the march. With the return of the Gilded Age and its dream worlds of consumption, privatization and deregulation, not only are democratic values and social protections at risk, but the civic and formative cultures that make such values and protections crucial to democratic life are in danger of disappearing altogether. As public spheres, once enlivened by broad engagements with common concerns, are being transformed into "spectacular spaces of consumption," the flight from mutual obligations and social responsibilities intensifies and has resulted in what Tony Judt identifies as a "loss of faith in the culture of open democracy."3 This loss of faith in the power of public dialogue and dissent is not unrelated to the diminished belief in higher education as central to producing critical citizens and a crucial democratic public sphere in its own right. At stake here is not only the meaning and purpose of higher education, but also civil society, politics and the fate of democracy itself. Thomas Frank is on target when he argues that "Over the course of the past few decades, the power of concentrated money has subverted professions, destroyed small investors, wrecked the regulatory state, corrupted legislators en masse and repeatedly put the economy through the wringer. Now it has come for our democracy itself."4 And, yet, the only questions being asked about knowledge production, the purpose of education, the nature of politics, and our understanding of the future are determined largely by market forces.

The mantras of neoliberalism are now well known: Government is the problem; Society is a fiction; Sovereignty is market-driven; Deregulation and commodification are vehicles for freedom; and Higher education should serve corporate interests rather than the public good. In addition, the yardstick of profit has become the only viable measure of the good life, while civic engagement and public spheres devoted to the common good are viewed by many politicians and their publics as either a hindrance to the goals of a market-driven society or alibis for government inefficiency and waste. .................(more)

The complete piece is at: http://truth-out.org/opinion/item/19654-public-intellectuals-against-the-neoliberal-university

[nikto]

1. neoliberalism infests US Public School "reform" too

Especially in areas where Public Education money
can go to for-profit charter schools who cherry-pick the least-problematic
kids possible from nearby Public Schools and get the tax dollar$ along with the kid.

Check the US History text in your local charter high school--Any mention of say, The Progressive Era?
No? Any Thomas Nast cartoons from the latter 1800s showing "fatcat bankers", etc?
If not, then you can safely assume there's a little neoliberalism behind the omissions.

If they can't take over every $chool and make it a charter, then they'll at least
supply the textbook$ and academic test$.

But in the long run, to locate the corporate interest,
just look for the cui bono...


Follow the investor$.

[Democrats_win]

2. "There is only one really liberal study--that which gives man his liberty."

(Quote from Seneca.)

The articles says, students should be taught " 'to imagine something other than their own well-being,' to serve the public good, take risks and struggle for a substantive democracy...."

Those who are ahead of the curve already know the university has become "nothing." You can learn a lot just from the resources on the internet. It's the other important things that are now missing from the brick and mortar university that the internet could never provide (such as empathy, classroom discussions to learn from other students, etc.)

The Seneca quote above is quite apt. Not only is the university putting us into the chains of student debt but also into the chains of savage capitalism. This especially includes the loss of freedom at the hands of inequality. With a "proper" education, many of society's ills such as inequality, would not be tolerated. Instead, most of the "educated" are making society's ills, worse.