Contents – The Idea of the University (Issue 29)
Contents - The Idea of the University (Issue 29)
Posts tagged ‘Indian University’
Sep 15
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Guest-Editorial: What ‘Use’ is the Liberal Ruse? Debating the ‘Idea’ of the University
By Debaditya Bhattacharya
With the recent electoral rise of the Hindu Right in India, the sustained assault on public universities in the name of their being ‘anti-national’ or ‘seditious’ spaces is an accurate instance of how transnational economic designs are executed under the guise of an aggressive cultural nationalism. It is no paradox that universities are being used as a site of manufacturing a certain hegemonic consensus, because that has historically been its function as part of a bourgeois public sphere.
The Commoditization of Education
By Prabhat Patnaik
One of the most striking features of the current Indian scenario is the commoditization of education, which means not only that the labour power of those who are the products of the education system becomes a commodity, but that the education itself that goes into the production of this commodity becomes a commodity.
Neoliberal Savagery and the Assault on Higher Education as a Democratic Public Sphere
By Henry A. Giroux
Hyper-capitalism or market fundamentalism has put higher education in its cross hairs and the result has been the ongoing transformation of higher education into an adjunct of the very rich and powerful corporate interests.
Shadow-Images of a Factory: The Contradictions of the University as a Service Industry
By Nandini Chandra
With the privatization of higher education, the expertise learnt in the university is no longer a means of improved subsistence and social mobility, but an embodied end, which paradoxically arrests the flow of labour to the other industries. In other words, the fashioning of education as a service industry attempts to turn wage labour into goods, supposedly for improved efficiency.
Revolutionary Critical Pedagogy: Staking a Claim Against the Macrostructural Unconscious
By Peter McLaren
The tendrils of capitalism’s poisonous vine are spreading into all the spaces and virtual spaces of potential capital accumulation and we need cadres of teachers to speak out and to create spaces where their students can assume roles as razor-tongued public instigators for the social good. Globalized finance capitalism is the most widespread authoritarian structure in the history of civilization, giving the rich even greater riches and forcing the dispossessed to set up markets on moonlit streets to augment their exiguous incomes.
What if, the University is a Parrot’s Training?
By Anup Dhar
Why did Tagore in the first instance set up Shantiniketan? Was it a rejection of the then existing University of Calcutta, set up largely by the British, by the colonizer? Was it a rejection of the university (system)? What was wrong with the extant idea of the university that Tagore had to reject it? Was it simply because the idea of the university was always already coloured with colonizing intentions? Or were there deeper critiques?
Sectoral trappings
By Debarun Sarkar
a sectoral bridge
forever expanding
expanding, retires
into sublime nothingness
of your mind’s trap
Is there a Calling on the Left?
By Prasanta Chakravarty
Let me try and elaborate a historically charted moral vector that could decide at any given point of time the sway, pull, reach or eventual demise of student movements and determine their life outside of the academe. I shall speculate on a notion of calling and place its coordinates alongside the very notion of the university in contemporary India.
Don’t Study, Be Happy.
By Vijay Prashad
A new order emerged. Higher education should no longer be free. If social goods are free, they are abused. Everything must be paid for – including education. How does one ensure that educational institutions are not merely for the rich? By giving opportunities to those who have no spare money – opportunities of scholarship and of debt.
In Support of Students’ Political Activism
By Anand Teltumbde
The entire humanizing ethos of education is lost under the neoliberal juggernaut making it an investible opportunity to reap maximum return. Academics thus becomes examination-centric with little to do with learning or grooming critical faculties in children. The competitive ethos which took roots in the urban middle classes has now infected even the rural poor, who have also begun seeing education as the only ladder for their children to scale up in life.
