Universities and Empire


Book Description

Examines the politics of intellectual life during the Cold War, and the effects of U.S. intelligence and propaganda agencies on academic culture and intellectual life




Empires of Ideas


Book Description

The United States is the global leader in higher education, but this was not always the case and may not remain so. William Kirby examines sources of—and threats to—US higher education supremacy and charts the rise of Chinese competitors. Yet Chinese institutions also face problems, including a state that challenges the commitment to free inquiry.




Charting an Empire


Book Description

Cormack demonstrates that geography was part of the Arts curriculum between 1580 and 1620, read at university by a broad range of soon-to-be political, economic, and religious leaders. By teaching these young Englishmen to view their country in a global context, and to see England playing a major role on that stage, geography helped develop a set of shared assumptions about the feasibility and desirability of an English empire.




The Imperial University


Book Description

At colleges and universities throughout the United States, political protest and intellectual dissent are increasingly being met with repressive tactics by administrators, politicians, and the police—from the use of SWAT teams to disperse student protestors and the profiling of Muslim and Arab American students to the denial of tenure and dismissal of politically engaged faculty. The Imperial University brings together scholars, including some who have been targeted for their open criticism of American foreign policy and settler colonialism, to explore the policing of knowledge by explicitly linking the academy to the broader politics of militarism, racism, nationalism, and neoliberalism that define the contemporary imperial state. The contributors to this book argue that “academic freedom” is not a sufficient response to the crisis of intellectual repression. Instead, they contend that battles fought over academic containment must be understood in light of the academy’s relationship to U.S. expansionism and global capital. Based on multidisciplinary research, autobiographical accounts, and even performance scripts, this urgent analysis offers sobering insights into such varied manifestations of “the imperial university” as CIA recruitment at black and Latino colleges, the connections between universities and civilian and military prisons, and the gender and sexual politics of academic repression. Contributors: Thomas Abowd, Tufts U; Victor Bascara, UCLA; Dana Collins, California State U, Fullerton; Nicholas De Genova; Ricardo Dominguez, UC San Diego; Sylvanna Falcón, UC Santa Cruz; Farah Godrej, UC Riverside; Roberto J. Gonzalez, San Jose State U; Alexis Pauline Gumbs; Sharmila Lodhia, Santa Clara U; Julia C. Oparah, Mills College; Vijay Prashad, Trinity College; Jasbir Puar, Rutgers U; Laura Pulido, U of Southern California; Ana Clarissa Rojas Durazo, California State U, Long Beach; Steven Salaita, Virginia Tech; Molly Talcott, California State U, Los Angeles.




Education for Empire


Book Description

"Education for Empire examines how American public schools created and placed children on multiple and uneven paths to "good citizenship." These paths offered varying kinds of subordination and degrees of exclusion closely tied to race, national origin, and US imperial ambitions. Public school administrators, teachers, and textbook authors grappled with how to promote and share in the potential benefits of commercial and territorial expansion, and in both territories and states, how to apply colonial forms of governance to the young populations they professed to prepare for varying future citizenships. The book brings together subjects in American history usually treated separately--in particular the formation and expansion of public schools and empire building both at home and abroad. Temporally framed by the 1882 Chinese Exclusion and 1924 National Origins Acts, two pivotal immigration laws deeply entangled in and telling of US quests for empire, case studies in California, Hawaii, Georgia, New York, the Southwest, and Puerto Rico reveal that marginalized people contested, resisted, and blazed alternative paths to citizenship, in effect destabilizing the boundaries that white nationalists, including many public school officials, in the United States and other self-described "white men's countries" worked so hard to create and maintain"--Provided by publisher.




Workshops of Empire


Book Description

During and just after World War II, an influential group of American writers and intellectuals projected a vision for literature that would save the free world. Novels, stories, plays, and poems, they believed, could inoculate weak minds against simplistic totalitarian ideologies, heal the spiritual wounds of global catastrophe, and just maybe prevent the like from happening again. As the Cold War began, high-minded and well-intentioned scholars, critics, and writers from across the political spectrum argued that human values remained crucial to civilization and that such values stood in dire need of formulation and affirmation. They believed that the complexity of literature—of ideas bound to concrete images, of ideologies leavened with experiences—enshrined such values as no other medium could. Creative writing emerged as a graduate discipline in the United States amid this astonishing swirl of grand conceptions. The early workshops were formed not only at the time of, but in the image of, and under the tremendous urgency of, the postwar imperatives for the humanities. Vivid renderings of personal experience would preserve the liberal democratic soul—a soul menaced by the gathering leftwing totalitarianism of the USSR and the memory of fascism in Italy and Germany. Workshops of Empire explores this history via the careers of Paul Engle at the University of Iowa and Wallace Stegner at Stanford. In the story of these founding fathers of the discipline, Eric Bennett discovers the cultural, political, literary, intellectual, and institutional underpinnings of creative writing programs within the university. He shows how the model of literary technique championed by the first writing programs—a model that values the interior and private life of the individual, whose experiences are not determined by any community, ideology, or political system—was born out of this Cold War context and continues to influence the way creative writing is taught, studied, read, and written into the twenty-first century.




Universities in Imperial Austria 1848–1918


Book Description

Combining history of science and a history of universities with the new imperial history, Universities in Imperial Austria 1848–1918: A Social History of a Multilingual Space by Jan Surman analyzes the practice of scholarly migration and its lasting influence on the intellectual output in the Austrian part of the Habsburg Empire. The Habsburg Empire and its successor states were home to developments that shaped Central Europe's scholarship well into the twentieth century. Universities became centers of both state- and nation-building, as well as of confessional resistance, placing scholars if not in conflict, then certainly at odds with the neutral international orientation of academe. By going beyond national narratives, Surman reveals the Empire as a state with institutions divided by language but united by legislation, practices, and other influences. Such an approach allows readers a better view to how scholars turned gradually away from state-centric discourse to form distinct language communities after 1867; these influences affected scholarship, and by examining the scholarly record, Surman tracks the turn. Drawing on archives in Austria, the Czech Republic, Poland, and Ukraine, Surman analyzes the careers of several thousand scholars from the faculties of philosophy and medicine of a number of Habsburg universities, thus covering various moments in the history of the Empire for the widest view. Universities in Imperial Austria 1848–1918 focuses on the tension between the political and linguistic spaces scholars occupied and shows that this tension did not lead to a gradual dissolution of the monarchy’s academia, but rather to an ongoing development of new strategies to cope with the cultural and linguistic multitude.










University in Chains


Book Description

President Eisenhower originally included 'academic' in the draft of his landmark, oft-quoted speech on the military-industrial-complex. Giroux tells why Eisenhower saw the academy as part of the famous complex - and how his warning was vitally prescient for 21st-century America. Giroux details the sweeping post-9/11 assault being waged on the academy by militarization, corporatization, and right-wing fundamentalists who increasingly view critical thought itself as a threat to the dominant political order. Giroux argues that the university has become a handmaiden of the Pentagon and corporate interests, it has lost its claim to independence and critical learning and has compromised its role as a democratic public sphere. And yet, in spite of its present embattled status and the inroads made by corporate power, the defense industries, and the right wing extremists, Giroux defends the university as one of the few public spaces left capable of raising important questions and educating students to be critical and engaged agents. He concludes by making a strong case for reclaiming it as a democratic public sphere.