Wednesday, January 19, 2011

Beyond the Swindle of the Corporate University: Higher Education in the Service of Democracy


by: Henry A. Giroux, t r u t h o u t | Op-Ed

"In spite of being discredited by the economic recession of 2008, neoliberalism, or market fundamentalism as it is called in some quarters, has once again returned with a vengeance. The Gilded Age has come back with big profits for the rich and increasing impoverishment and misery for the middle and working class. Political illiteracy has cornered the market on populist rage, providing a political bonus for those who are responsible for massive levels of inequality, poverty, and sundry other hardships. As social protections are dismantled, public servants are denigrated and public goods such as schools, bridges, health care services and public transportation deteriorate, the Obama administration unapologetically embraces the values of economic Darwinism and rewards its chief beneficiaries: mega banks and big business. Neoliberalism - reinvigorated by the passing of tax cuts for the ultra rich, the right-wing Republican Party taking over of the House of Representatives and an ongoing successful attack on the welfare state - proceeds, once again, in zombie-like fashion to impose its values, social relations and forms of social death upon all aspects of civic life.(1)

With its relentless attempts to normalize the irrational belief in the ability of markets to solve all social problems, neoliberal market fundamentalism puts in place policies designed to dismantle the few remaining vestiges of the social state and vital public services. More profoundly, it has weakened if not nearly destroyed those institutions that enable the production of a formative culture in which individuals learn to think critically, imagine other ways of being and doing and connect their personal troubles with public concerns. Matters of justice, ethics and equality have once again been exiled to the margins of politics. Never has this assault on the democratic polity been more obvious, if not more dangerous, than at the current moment when a battle is being waged under the rubric of neoliberal austerity measures on the autonomy of academic labor, the classroom as a site of critical pedagogy, the rights of students to high quality education, the democratic vitality of the university as a public sphere and the role played by the liberal arts and humanities in fostering an educational culture that is about the practice of freedom and mutual empowerment.(2)

Memories of the university as a citadel of democratic learning have been replaced by a university eager to define itself largely in economic terms. As the center of gravity shifts away from the humanities and the notion of the university as a public good, university presidents ignore public values while refusing to address major social issues and problems.(3) Instead, such administrators now display corporate affiliations like a badge of honor, sit on corporate boards and pull in huge salaries. A survey conducted by The Chronicle of Higher Education reported that "19 out of 40 presidents from the top 40 research universities sat on at least one company board."(4) Rather than treated as a social investment in the future, students are now viewed by university administrators as a major source of revenue for banks and other financial institutions that provide funds for them to meet escalating tuition payments. For older generations, higher education opened up opportunities for self-definition as well as pursuing a career in the field of one's choosing. It was relatively cheap, rigorous and accessible, even to many working-class youth. But as recent events in both the United States and Britain make clear, this is no longer the case. Instead of embodying the hope of a better life and future, higher education has become prohibitively expensive and exclusionary, now offering primarily a credential and, for most students, a lifetime of debt payments. Preparing the best and the brightest has given way to preparing what might be called Generation Debt.(5)

What is new about the current threat to higher education and the humanities in particular is the increasing pace of the corporatization and militarization of the university, the squelching of academic freedom, the rise of an ever increasing contingent of part-time faculty and the view that students are basically consumers and faculty providers of a salable commodity such as a credential or a set of workplace skills. More strikingly still is the slow death of the university as a center of critique, vital source of civic education and crucial public good. Or, to put it more specifically, the consequence of such dramatic transformations has resulted in the near death of the university as a democratic public sphere. Many faculty are now demoralized as they increasingly lose their rights and power. Moreover, a weak faculty translates into one governed by fear rather than by shared responsibilities, and one that is susceptible to labor-bashing tactics such as increased workloads, the casualization of labor and the growing suppression of dissent. Demoralization often translates less into moral outrage than into cynicism, accommodation and a retreat into a sterile form of professionalism. What is also new is that faculty now find themselves staring into an abyss, either unwilling to address the current attacks on the university or befuddled over how the language of specialization and professionalization has cut them off from not only connecting their work to larger civic issues and social problems, but also developing any meaningful relationships to a larger democratic polity.

As faculty no longer feel compelled to address important political issues and social problems, they are less inclined to communicate with a larger public, uphold public values, or engage in a type of scholarship that is available to a broader audience.(6) Beholden to corporate interests, career building and the insular discourses that accompany specialized scholarship, too many academics have become overly comfortable with the corporatization of the university and the new regimes of neoliberal governance. Chasing after grants, promotions and conventional research outlets, many academics have retreated from larger public debates and refused to address urgent social problems. Assuming the role of the disinterested academic or the clever faculty star on the make, these so-called academic entrepreneurs simply reinforce the public's perception that they have become largely irrelevant. Incapable, if not unwilling, to defend the university as a democratic public sphere and a crucial site for learning how to think critically and act with civic courage, many academics have disappeared into a disciplinary apparatus that views the university not as a place to think, but as a place to prepare students to be competitive in the global marketplace."
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