Neoliberalism and the Death of the Public University (original) (raw)
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Neoliberalism has since the 1970s had a significant negative impact on higher education in the U.S., but this ideology and political program is not solely to blame for the current situation of the humanities or the university. The American university was never the autonomous institution imagined by German idealists, but it was rather always strongly connected to both the state and civil society. Many of the cultural currents and social forces that have led to the reduction in public spending on higher education and to lower enrollments in the humanities long antedate neoliberalism.
The university today is in flux, and so is the nature of learning and what it means to be a university student. While terms like ‘neoliberalism’ and ‘globalisation’ have been spoken of so frequently these days – both in academic and non-academic contexts – that they border on becoming hollow clichés, not engaging with these concepts and their implications for higher education transformations worldwide would not only represent a loss of a critical intellectual opportunity but, more seriously still, also the potential risk of seeing the university and the student slip into shapes and forms that we might retrospectively find unsettling and undesirable. Learning under neoliberalism, edited by Hyatt, Shear and Wright (2015), and Figuration work, authored by Gritt B. Nielsen (2015), are two good examples of such critical engagement. In this essay, I take turns to review these two recently published works, summarising their scopes and notable contributions for readers who are interested in an anthropological/ethnographic take on critical higher education studies from the Euro-American perspective.
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