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What’s Happened To The University? A Sociological Exploration of Its Infantilisation.
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Writing articles for the education press I became aware of how children and young people were presented as vulnerable, as potential victims. Sometimes they also saw themselves in this way as weak, unable to cope, and lacking in the ability to take control of their lives. This seemed to me to be damaging and needed challenging. But writing about the therapeutic turn was not enough. What had to be challenged was the fear of freedom and speech and debate that were essential to beginning to take control of your life. In response I set up Academics For Academic Freedom, the leading campaign group for free speech, no ifs, no buts.
Ken McLaughlin approaches vulnerability and victim culture from what I think is a new perspective. The idea of victimhood culture and people seeing themselves as vulnerable was commonplace when he was writing his book. Looking at victims as ‘survivors’ he reveals how the victims may see themselves. McLaughlin looks at examples from social work and elsewhere to show that in therapy culture, the constant need for recognition and respect for vulnerable identities is both empowering and yet socially isolating. People may celebrate the fact that their victim status has been respected and they have ‘survived,’ but this leaves them unable to form any connection with others. A set of victims cannot be a community as it requires constant external validation.
Today, political claims are increasingly made on the basis of experienced trauma and inherent vulnerability, as evidenced in the growing number of people who identify as a "survivor" of one thing or another, and also in the way in which much political discourse and social policy assumes the vulnerability of the population. This book discusses these developments in relation to the changing focus of social movements, from concerns with economic redistribution, towards campaigns for cultural recognition. As a result of this, the experience of trauma and psychological vulnerability has become a dominant paradigm within which both personal and political grievances…
Writing articles for the education press I became aware of how children and young people were presented as vulnerable, as potential victims. Sometimes they also saw themselves in this way as weak, unable to cope, and lacking in the ability to take control of their lives. This seemed to me to be damaging and needed challenging. But writing about the therapeutic turn was not enough. What had to be challenged was the fear of freedom and speech and debate that were essential to beginning to take control of your life. In response I set up Academics For Academic Freedom, the leading campaign group for free speech, no ifs, no buts.
Claire Fox is the founder of the Academy of Ideas, a think tank that has produced the annual Battle of Ideas Festival for over a decade and a half. Fox is passionate about freedom and speech and debate. This short polemical book begins and ends with how young people have adapted to victim culture. It begins with an example of how genuinely hurt young people are when hearing views that they found offensive. This book is said to have been responsible for the introduction of the concept of the ’snowflake generation’ into the UK. But Fox is nuanced in her approach, and she ends her book with a ‘Letter to the Snowflake Generation’ and a ‘Letter to the Anti-Snowflake Generation’. Her book should be mandatory reading for anyone beginning university.
NEW AND UPDATED EDITION OF THE BOOK THAT INTRODUCED THE TERM `SNOWFLAKE'
When you hear that now ubiquitous phrase `I find that offensive', you know you're being told to shut up. While the terrible murder of the Charlie Hebdo cartoonists demonstrated that those who offend can face the most brutal form of censorship, it also served to intensify the pre-existing climate that dictates we all have to walk on eggshells to avoid saying anything offensive - or else. Indeed, competitive offence-claiming is ratcheting up well beyond religious sensibilities. So, while Islamists and feminists may seem to have little in common,…
Writing articles for the education press I became aware of how children and young people were presented as vulnerable, as potential victims. Sometimes they also saw themselves in this way as weak, unable to cope, and lacking in the ability to take control of their lives. This seemed to me to be damaging and needed challenging. But writing about the therapeutic turn was not enough. What had to be challenged was the fear of freedom and speech and debate that were essential to beginning to take control of your life. In response I set up Academics For Academic Freedom, the leading campaign group for free speech, no ifs, no buts.
For Williams, ‘woke’ is a contested concept but a useful one. It captures an elite ideology that dares not name itself but that is intolerant of any criticism. It attempts to dominate our attitudes toward children, education, sex, and politics. At the heart of woke is what she calls the ‘weaponisation of victimhood’. Woke attitudes are only possible in a culture that valorises individual fragility. Being ‘woke’ means that you see the world through the idea of human vulnerability. Children, women, and minority groups are all seen as vulnerable and in need of protection. Williams believes that despite its current victory, woke is weak and fearful of debating its ideas and of collective democratic action. The first step forward, she argues in her conclusion, is for people to step forward and speak up.
Wokeness has conquered our institutions. The worlds of politics, academia and even corporate capitalism now bend the knee to the new orthodoxies around gender, racism and identity. How Woke Won explores the intellectual roots of wokeness and how this movement, which poses as radical and left-wing, came to be embraced by some of the most privileged people imaginable. In this powerful critique, Joanna Williams argues that anyone interested in building a truly free, egalitarian and democratic society needs to tackle wokeness head-on.
Writing articles for the education press I became aware of how children and young people were presented as vulnerable, as potential victims. Sometimes they also saw themselves in this way as weak, unable to cope, and lacking in the ability to take control of their lives. This seemed to me to be damaging and needed challenging. But writing about the therapeutic turn was not enough. What had to be challenged was the fear of freedom and speech and debate that were essential to beginning to take control of your life. In response I set up Academics For Academic Freedom, the leading campaign group for free speech, no ifs, no buts.
Rieff wrote this book in 1966. It is prescient in seeing the coming of what we now call ‘therapy culture’. It must be read to understand the profundity of the changes that we face over fifty years since it first appeared. He describes the collapse of traditional values and beliefs but sees nothing positive that could take their place. He warns of a fundamental shift in the entire continuity of our culture that is probably irreparable: ‘That a sense of well-being has become the end, rather that a by-product of striving after some superior communal end, announces a fundamental change of focus in the entire cast of our culture…’. Rieff also warns that those who seek therapy cannot move on. They seek more therapeutic recognition of their diminished state. To understand our culture today you must start here.
Since its publication in 1966, The Triumph of the Therapeutic has been hailed as a work of genuine brilliance, one of those books whose insights uncannily anticipate cultural developments and whose richness of argumentation reorients entire fields of inquiry. This special fortieth-anniversary edition of Philip Rieff's masterpiece, the first volume in ISI Books' new Background series, includes an introduction by Elisabeth Lasch-Quinn and essays on the text by historians Eugene McCarraher and Wilfred McClay and philosopher Stephen Gardner.
I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.
McMay and Kimble’s edited volume brings together a wide range of case studies looking at some form of higher education behind bars. Meant to showcase many different forms of higher education in prison, this book underscores the diversity of what higher education in prison can look like. In each case study, strengths and challenges of a given approach are visible and provide an honest look at how to support learners in a range of circumstances.
Numerous studies indicate that completing a college degree reduces an individual's likelihood of recidivating. However, there is little research available to inform best practices for running college programs inside jails or prisons or supporting returning citizens who want to complete a college degree. Higher Education Accessibility Behind and Beyond Prison Walls examines program development and pedagogical techniques in the area of higher education for students who are currently incarcerated or completing a degree post-incarceration. Drawing on the experiences of program administrators and professors from across the country, it offers best practices for (1) developing, running, and teaching in college programs…
Having worked on college campuses for 25 years as a professor, administrator, and first-year experience program designer, I’ve seen first-hand how freshmen are increasingly failing at “adulting” because they are unprepared for the realities of campus life. I take on this needed preparation as co-author of How to College: What to Know Before You Go (and When You’re There) and as the creator of the Talking College™ Card Deck, discussion prompts for college-bound students and their parents/guardians. I share my insider knowledge with college-bound students and their parents at talks and workshops throughout the U.S. My goal is to help both groups thrive as they prepare for the upcoming transition.
High school graduates with disabilities are often unaware of today’s new and rapidly developing options and limitations to postsecondary educational resources. This comprehensive guidebook provides excellent strategies for students who will be requesting disability access in preparation for the transition from high school into two and four-year colleges. Navigating the Transition from High School to College for Students with Disabilities includes an array of this information for both college-bound students and disability support staff. These include user-friendly campus resources, lessons for understanding and requesting access to campus accommodations, support for applying for financial aid, and strategies for meeting professional expectations.
Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education. Professionals and families supporting transition activities are often unaware of today's new and rapidly developing options for postsecondary education. This practical guide offers user-friendly resources, including vignettes, research summaries, and hands-on activities that…
Marybeth Gasman has been writing about African American history – within the educational setting – since 1994 when she began research that led to on an intellectual biography of African American sociologist, Harlem Renaissance architect, and Fisk University president Charles Spurgeon Johnson. Over the years, her work has explored many topics, including the history of Historically Black Colleges and Universities, Black medical schools, African American philanthropy, and the production of Black scientists. She is the Samuel DeWitt Proctor Endowed Professor in Education & a Distinguished Professor at Rutgers University and also serves as the Executive Director of the Samuel DeWitt Proctor Institute for Leadership, Equity, & Justice.
Joy Williamson-Lott has a powerful voice and perspective the permeates every sentence in this book. She doesn’t waste a word. And, her research skills are superb. For anyone wanting to learn how to write beautiful history, this book is a model. She is also particularly good at showcasing the voices of African American students who were instrumental to the Black freedom struggle. You can feel their energy and frustration in her passages, and their commitment to freedom and justice comes alive.
This is a profoundly moving story of Black colleges in Mississippi during a watershed moment in their history. It is also the story of young Americans trying to balance their pursuit of higher education with the parallel struggle for civil rights. ""Radicalizing the Ebony Tower"" examines colleges against the backdrop of the black freedom struggle of the middle twentieth century, a highly contentious conflict between state agents determined to protect the racial hierarchy and activists equally determined to cripple white supremacy. Activists demanded that colleges play a central role in the Civil Rights Movement (a distinct challenge to the notion…
I have been an organizational psychologist and executive coach for more than two decades, advising high-level executives, including Fortune 500 leaders, to build workplace cultures in which all employees can flourish. Yet, for many employees of color, the workplace is so challenging that many feel professionally stifled. I realized many years ago that to accomplish my own goals; I needed to take control of my career and not depend upon the vagaries of individual leaders. I needed to set goals, take a long game view, be honest with myself and my leaders, and help leaders understand how changing some habits could help them and me succeed in a disrupted world.
The message of Leadership Reckoning is that we need do a better job of developing human-centered business leaders who can meet the challenges of a disrupted world. I believe the approach in this book will also achieve the goal of building more inclusive organizational cultures in which all employees can thrive, regardless of their variations.
Since its inception, higher education in the U.S. has claimed to develop leaders. This bold claim appears in college mission statements and mottos, and it is reinforced in recruiting materials and ad campaigns. But is this claim justified? Leadership Reckoning takes to task American colleges and universities for their haphazard, incoherent, evidence-free approaches to developing students as leaders and offers a principle-driven, outcome-oriented blueprint for how effective leader development can occur. Higher education has both the opportunity and the responsibility to take leader development seriously and create the leaders we need. It's high time that happens, and Leadership Reckoning points…
As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.
Gordon looks at the second generation of women to attend college, 1890-1920, with a spotlight on two large universities (University of California, Berkeley and the University of Chicago), one elite women’s college (Vassar) and two smaller southern colleges for women, Agnes Scott, near Atlanta, and Sophie Newcomb, affiliated with Tulane. The book’s comparative focus enables the reader to assess different types of institutions and to contrast women’s experiences in several academic settings, each with its own history and complexities.
Studying the second generation of women to attend college, this book examines the relationship between gender, higher education, and American society from 1890 to 1920. Gordon draws on college yearbooks, literary magazines and newspapers to analyze the dynamics of campus life.
As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.
Recent concern with intersectionality (instances where categories of race and gender overlap) makes research into Black women’s colleges vital. Founded in 1881 as a Baptist female seminary in Atlanta, Georgia, Spelman College became a leading women’s liberal arts college. The book tracks the impact of four college presidents from the outset to the 1950s. The authors show how the formal academic curriculum, extra-curriculum (college-sponsored activities), and hidden curriculum (informal and even inadvertent influences) instilled an imperative to excel.
Presents the history of Spelman's foundation through the tenure of its fourth president, Florence M. Read, in1953. The story is brought up to date by the contributions of Spelman's current president, Beverly Daniel Tatum, and by Johnnetta B. Cole.
The book chronicles how the vision each of these women presidents, and their response to changing social forces, both profoundly shaped Spelman's curriculum and influenced the lives and minds of thousands of young Black women.
