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A decade of budgetary, policy, and ideological contention has left American universities under the yoke of narrow-minded management models. As corporate culture increasingly invades educational and other public sectors, we as a nation have lost a clear vision of the public good and the necessary components of a vital democracy. Prominent scholars in this book seek to redress these trends. They move boldly beyond critique to show how and why the critical functions of a democratically informed civic education (not merely professional training) must become the core of the university's mission. They show why higher education must address what it means to relate knowledge to public life, and social responsibility to the demands of critical citizenship. Moreover, they show why democratic forms of education and various elements of a critical pedagogy are vital not only to individual students, but also to our economy and our democratic institutions and future leadership. They also suggest how we can move beyond the stagnation of current debates to more fully embrace the democratic possibilities of public education.
Chapter 1 Introduction: Critical Education or Training: Beyond the Commidification of Higher Education Part 2 Higher Education and the Politics of Corporate Culture Chapter 3 Franchising the University Chapter 4 The University: A Place to Think Chapter 5 Vocationalizing Higher Education: Schooling and the Politics of Corporate Culture Chapter 6 Literary Theory and the Role of the University Part 7 Cultural Politics and the Struggle over Curricula Chapter 8 Curriculum Mortis: A Manifesto for Structural Change Chapter 9 Brown vs. Higher Education: Pedagogy, Cultural Politics, and Latina/o Activism Chapter 10 Culture, the Academy, and the Police: or, Reading Matthew Arnold in 'Our Present Unsettled State' Chapter 11 Timescapes for Literacy: Time in Academic Communities Part 12 The Responsibility of Literature and the Possibility of Politics Chapter 13 World Bank Literature:101 Chapter 14 The Political Responsibility of the Teaching of Literatures Chapter 15 The Case for Jameson; or, Towards a Marxian Pedagogy of World Literature Chapter 16 Subversion and Oppostionality in the Academy Part 17 Making the Pedagogical More Political Chapter 18 Going Postal: Pedagogic Violence and the Schooling of Emotion Chapter 19 The Politics of Teaching: The 'Paedagogical Effect' Chapter 20 Guerilla Pedagogy: Conflicting Authority and Interpretation in the Classroom Chapter 21 Multimedia Pedagogy and Sunday Morning Millennial Fever