As colleges and universities become more entrepreneurial in a post-industrial economy, they focus on knowledge less as a public good than as a commodity to be capitalized on in profit-oriented activities. In Academic Capitalism and the New Economy, higher education scholars Sheila Slaughter and Gary Rhoades detail the aggressive engagement of U.S. higher education institutions in the knowledge-based economy and analyze the efforts of colleges and universities to develop, market, and sell research products, educational services, and consumer goods in the private marketplace. Slaughter and Rhoades track changes in policy and practice, revealing new social networks and circuits of knowledge creation and dissemination, as well as new organizational structures and expanded managerial capacity to link higher education institutions and markets. They depict an ascendant academic capitalist knowledge/learning regime expressed in faculty work, departmental activity, and administrative behavior. Clarifying the regime's internal contradictions, they note the public subsidies embedded in new revenue streams and the shift in emphasis from serving student customers to leveraging resources from them. Defining the terms of academic capitalism in the new economy, this groundbreaking study offers essential insights into the trajectory of American higher education.
This collection of essays by Sheila Jasanoff explores how democratic governments construct public reason, that is, the forms of evidence and argument used in making state decisions accountable to citizens. The term public reason as used here is not simply a matter of deploying principled arguments that respect the norms of democratic deliberation. Jasanoff investigates what states do in practice when they claim to be reasoning in the public interest. Reason, from this perspective, comprises the institutional practices, discourses, techniques and instruments through which governments claim legitimacy in an era of potentially unbounded risks—physical, political, and moral. Those legitimating efforts, in turn, depend on citizens’ acceptance of the forms of reasoning that governments offer. Included here therefore is an inquiry into the conditions that lead citizens of democratic societies to accept policy justification as being reasonable. These modes of public knowing, or “civic epistemologies,” are integral to the constitution of contemporary political cultures. Methodologically, the book is grounded in the field of Science and Technology Studies (STS). It uses in-depth qualitative studies of legal and political practices to shed light on divergent cross-cultural constructions of public reason and the reasoning political subject. The collection as a whole contributes to democratic theory, legal studies, comparative politics, geography, and ethnographies of modernity, as well as STS.
Revisits and updates WPA-funded archaeological research on key Oklahoma mound sites As part of Great Depression relief projects started in the 1930s, the Works Progress Administration (WPA) sponsored massive archaeological projects across Oklahoma. The WPA crews excavated eight mound sites and dozens of nonmound residential sites in the Arkansas River Valley that date between AD 1000 and 1450. These sites are considered the westernmost representations of Mississippian culture in the Southeast. The results of these excavations were documented in field journals and photographs prepared by the field supervisors and submitted in a series of quarterly reports to WPA headquarters. These reports contain a wealth of unpublished information summarizing excavations at the mound sites and residential sites, including mound profiles, burial descriptions, house maps, artifact tables, and artifact sketches. Of the excavated mound sites, results from only one, Spiro, have been extensively studied and synthesized in academic literature. The seven additional WPA-excavated mound sites—Norman, Hughes, Brackett, Eufaula, Skidgel, Reed, and Lillie Creek—are known to archaeologists outside of Oklahoma only as unlabeled points on maps of mound sites in the Southeast. The Ritual Landscape of Late Precontact Eastern Oklahoma curates and contextualizes the results of the WPA excavations, showing how they inform archaeological understanding of Mississippian occupation in the Arkansas Valley. Regnier, Hammerstedt, and Savage also relate the history and experiences of practicing archaeology in the 1930s, incorporating colorful excerpts from field journals of the young, inexperienced archaeologists. Finally, the authors update current knowledge of mound and nonmound sites in the region, providing an excellent example of historical archaeology.
The dissemination of classical material to children has long been a major form of popularization with far-reaching effects, although until very recently it has received almost no attention within the growing field of classical reception studies. This volume explores the ways in which children encountered the world of ancient Greece and Rome in Britain and the United States over a century-long period beginning in the 1850s, as well as adults' literary responses to their own childhood encounters with antiquity. Rather than discussing the role of classics in education, it focuses on books read for enjoyment, and on two genres of children's literature in particular: the myth collection and the historical novel. The tradition of myths retold as children's stories is traced in the work of writers and illustrators from Nathaniel Hawthorne and Charles Kingsley to Roger Lancelyn Green and Ingri and Edgar Parin D'Aulaire, while the discussion of historical fiction focuses particularly on the roles of nationality and gender in the construction of an ancient world for modern children. The book concludes with an investigation of the connections between childhood and antiquity made by writers for adults, including James Joyce, Virginia Woolf, and H.D. Recognition of the fundamental role in children's literature of adults' ideas about what children want or need is balanced throughout by attention to the ways in which child readers have made such works their own. The formative experiences of antiquity discussed throughout help to explain why despite growing uncertainty about the appeal of antiquity to modern children, the classical past remains perennially interesting and inspiring.
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