Abstract
This issue of Radical Teacher focuses on why we should teach courses and collaborate with students in research in Critical University Studies (CUS)— a handy label, but please take “university” is a stand-in for many kinds of post-secondary institution.
Highlights
Due to the way that we should teach courses and collaborate with students in fund and rank schools, wealthy students on average go to research in Critical University Studies (CUS)— a handy wealthy institutions with high graduation rates, while lowlabel, but please take “university” as a stand-in for many income students often go to low-funded schools with low kinds of post-secondary institutions
Most people—including students—still want to believe we have a meritocracy that rewards people for their talent. This interdisciplinary endeavor employs history, sociology, economics, and political science to analyze the ways higher education is being shaped by larger cultural forces
One of the historical ironies examined here is that as the public university grows in importance, its support and funding are downsized
Summary
Robert Samuels is guest editor and James Davis and Richard Ohmann are board editors. A Brief History of Critical University Studies stratified This interdisciplinary endeavor employs history, sociology, economics, and political science to analyze the ways higher education is being shaped by larger cultural forces. One of the historical ironies examined here is that as the public university grows in importance, its support and funding are downsized This trend forces us to ask how we can educate people in an unequal society and what role universities play in reinforcing the ideological myths that naturalize and rationalize the political and economic status quo. If we accept this explanation we emphasizes that both private and public universities can locate the central cause of the degradation of are no longer providing social mobility or decreasing instruction and corresponding casualization of the academic economic inequality; instead, higher education tends. To help our students understand the political economy of knowledge production inside and outside of the academy, it is vital to think about what pedagogical methods are most likely to engage students in these issues and help them think past their resistance to learning new and often upsetting things about higher education
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