Rattraper le nouvel Occident : « L’initiative d’excellence » allemande, les études régionales et la re-production des inégalités

Abstract

In the wake of the recent university reforms, the new academic division of labor in Germany has subserviently followed the U.S.-model of creating a rift between research and teaching universities by establishing on the one hand so-called “elite universities” that benefit from considerable state funding and on the other hand trying to reduce the rest to pedagogical carbon copies of standard curricula that can only award bachelor‘s or at most master‘s degrees and where the teaching load allows (almost) no research. The so-called “excellence initiative”, an evaluation process taking place between 2006 and 2007, in the course of which 9 universities - among which the Free University of Berlin, the University of Munich, and the University of Heidelberg - were designated as “elite universities”, represents Germany‘s hitherto clearest and most highly institutionalized example of a state policy aimed at confining research to specialized institutions, such as was already the case with the Max Planck institutes, the Leibniz institutes and the Fraunhofer societies founded in the 1970s and 1980s. However, while earlier steps in this direction only created a wider array of employment options for researchers, the argument of this paper is that the excellence initiative represents what has been called a process of “indirect commercialization” (Reinhard Kreckel) or an instance of “academic capitalism” (Slaughter/Leslie) of/in the Western European university system, which traditionally relied on state financing and state control of university finances. To this end, the paper proceeds in two steps: First, following Reinhard Kreckel‘s argument that neoliberal globalization exerts new economic and fiscal pressures on the state that are then passed on to the higher education systems depending on them, the paper looks at how the new elite discourse of German higher education is producing new structures of exclusion instead of the professed more egalitarian and meritocratic system of self-designated “knowledge societies”. Second, using the examples of recent calls for grant applications by Germany‘s ministry of education and state-funded research agencies, the paper zooms in on the revival of area studies as one of the prominent targets of the excellence initiative and funding in order to show how strong state financial support for inequality and democratization research (in the context of Latin American studies) and transformation research (in the context of Eastern European studies) reinforces the main assumptions of modernization theory and reproduces the asymmetries of knowledge production characteristic of Euro- and state-centered approaches to the issues in question.