Download Lowering Higher Education: The Rise of Corporate by James Cote, Anton L. Allahar PDF

By James Cote, Anton L. Allahar

What occurs to the liberal arts and technology schooling while universities try to promote it as a sort of activity education?

In reducing greater Education, a follow-up to their provocative 2007 publication Ivory Tower Blues, James E. Cote and Anton L. Allahar discover the subverted 'idea of the university' and the forces that experience set adrift the project of those associations. Cote and Allahar attach the corporatization of universities to more than a few contentious matters inside better schooling, from reduced criteria and inflated grades to the final decline of Humanities, Social Sciences, and usual Sciences instruction.

Lowering better Education issues to a primary disconnect among policymakers, who may well hardly set foot in modern school rooms, and the academics who needs to enforce their academic policies--which the authors argue are poorly informed--on a regular foundation. Cote and Allahar divulge stakeholder misconceptions surrounding the present tradition of educational disengagement and meant strength of latest applied sciences to inspire scholars. whereas outlining what makes the established order dysfunctional, Lowering larger Education additionally deals strategies that experience the aptitude to reinvigorate liberal schooling.

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Extra info for Lowering Higher Education: The Rise of Corporate Universities and the Fall of Liberal Education

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In a small Ontario town, a group of high-school teachers has organized to raise the consciousness of the public about the decline in the secondary system there. Prompted by a lack of responsiveness from the local school board and the Ontario Ministry of Education, they are also attempting to get more say in the administration of public schools. For the past few years, they have organized events and maintained a blog8 that informs interested parties about local and provincial developments. ’ Their ‘Mend Education’ mandate is 38 Lowering Higher Education to work together to create the kinds of students we all value – students with character.

Defining education as ‘intellectual engagement,’ Gregory Prince, former president of Hampshire College in Massachusetts, brings student and professor disengagement into the open. But Prince extends the concern with disengagement when he affirms that student and professor disengagement does not exhaust the matter, for many universities, and their administrators too, need to become more engaged with their students and the communities that house them. At the same time, it must also be acknowledged that intellectual engagement can involve by necessity politically contentious ideas.

Indeed, many people would like not to hear about, or would prefer to suppress, issues we raise on behalf of professors. This disinterest and animosity can be found among administrators, government policymakers, and elected politicians. Students have similar issues that go unacknowledged, except among their representatives in local student councils and provincial and national students associations, but even then only a limited number of issues, such as tuition levels, are the focus of reform efforts.

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