Jacqui Alexander is one of the most important theorists of transnational feminism working today. Pedagogies of Crossing brings together essays she has written over the past decade, uniting her incisive critiques, which have had such a profound impact on feminist, queer, and critical race theories, with some of her more recent work. In this landmark interdisciplinary volume, Alexander points to a number of critical imperatives made all the more urgent by contemporary manifestations of neoimperialism and neocolonialism. Among these are the need for North American feminism and queer studies to take up transnational frameworks that foreground questions of colonialism, political economy, and racial formation; for a thorough re-conceptualization of modernity to account for the heteronormative regulatory practices of modern state formations; and for feminists to wrestle with the spiritual dimensions of experience and the meaning of sacred subjectivity.In these meditations, Alexander deftly unites large, often contradictory, historical processes across time and space. She focuses on the criminalization of queer communities in both the United States and the Caribbean in ways that prompt us to rethink how modernity invents its own traditions; she juxtaposes the political organizing and consciousness of women workers in global factories in Mexico, the Caribbean, and Canada with the pressing need for those in the academic factory to teach for social justice; she reflects on the limits and failures of liberal pluralism; and she presents original and compelling arguments that show how and why transgenerational memory is an indispensable spiritual practice within differently constituted women-of-color communities as it operates as a powerful antidote to oppression. In this multifaceted, visionary book, Alexander maps the terrain of alternative histories and offers new forms of knowledge with which to mold alternative futures.

    Instead of the high-wage, high-profit world of knowledge work, most campus employees—including the vast majority of faculty—really work in the low-wage, low-profit sphere of the service economy. Tenure-track positions are at an all-time low, with adjuncts and graduate students teaching the majority of courses. This super-exploited corps of disposable workers commonly earn fewer than $16,000 annually, without benefits, teaching as many as eight classes per year. Even undergraduates are being exploited as a low-cost, disposable workforce. Marc Bousquet, a major figure in the academic labor movement, exposes the seamy underbelly of higher education—a world where faculty, graduate students, and undergraduates work long hours for fast-food wages. Assessing the costs of higher education's corporatization on faculty and students at every level, How the University Works is urgent reading for anyone interested in the fate of the university.

    This Special Collector's Edition celebrates 100,000 copies or the book in print, and the book's on-going importance and popularity.

    Judt masterfully crystallizes what we’ve all been feeling into a way to think our way into, and thus out of, our great collective dis-ease about the current state of things.As the economic collapse of 2008 made clear, the social contract that defined postwar life in Europe and America – the guarantee of a basal level of security, stability and fairness -- is no longer guaranteed; in fact, it’s no longer part of the common discourse. Judt offers the language we need to address our common needs, rejecting the nihilistic individualism of the far right and the debunked socialism of the past. To find a way forward, we must look to our not so distant past and to social democracy in action: to re-enshrining fairness over mere efficiency.Distinctly absent from our national dialogue, social democrats believe that the state can play an enhanced role in our lives without threatening our liberties. Instead of placing blind faith in the market—as we have to our detriment for the past thirty years—social democrats entrust their fellow citizens and the state itself.Ill Fares the Land challenges us to confront our societal ills and to shoulder responsibility for the world we live in. For hope remains. In reintroducing alternatives to the status quo, Judt reinvigorates our political conversation, providing the tools necessary to imagine a new form of governance, a new way of life.

    Here, an indigenous researcher issues a clarion call for the decolonization of research methods.The book is divided into two parts. In the first, the author critically examines the historical and philosophical base of Western research. Extending the work of Foucault, she explores the intersections of imperialism, knowledge and research, and the different ways in which imperialism is embedded in disciplines of knowledge and methodologies as 'regimes of truth'. Providing a history of knowledge from the Enlightenment to Postcoloniality, she also discusses the fate of concepts such as 'discovery, 'claiming' and 'naming' through which the west has incorporated and continues to incorporate the indigenous world within its own web.The second part of the book meets the urgent need for people who are carrying out their own research projects, for literature which validates their frustrations in dealing with various western paradigms, academic traditions and methodologies, which continue to position the indigenous as 'Other'. In setting an agenda for planning and implementing indigenous research, the author shows how such programmes are part of the wider project of reclaiming control over indigenous ways of knowing and being.Exploring the broad range of issues which have confronted, and continue to confront, indigenous peoples, in their encounters with western knowledge, this book also sets a standard for truly emancipatory research. It brilliantly demonstrates that "when indigenous peoples become the researchers and not merely the researched, the activity of research is transformed."

    Professor Gellner asserts here that a society's affluence and economic growth depend on innovation, occupational mobility, the effectiveness of the mass media, universal literacy, and an all-embracing educational system based on a shared, standard idiom. These factors, taken together, govern the relationship between culture and the state. Political units that do not conform to the principle, one state, one culture feel the strain in the form of nationalistic activity.

    But it was C. P. Snow's Rede lecture of 1959 that brought it to prominence and began a public debate that is still raging in the media today. This 50th anniversary printing of The Two Cultures and its successor piece, A Second Look (in which Snow responded to the controversy four years later) features an introduction by Stefan Collini, charting the history and context of the debate, its implications and its afterlife. The importance of science and technology in policy run largely by non-scientists, the future for education and research, and the problem of fragmentation threatening hopes for a common culture are just some of the subjects discussed.

    Bourdieu's subject is the study of culture, and his objective is most ambitious: to provide an answer to the problems raised by Kant's Critique of Judgment by showing why no judgment of taste is innocent."A complex, rich, intelligent book. It will provide the historian of the future with priceless materials and it will bring an essential contribution to sociological theory."— Fernand Braudel "One of the more distinguished contributions to social theory and research in recent years . . . There is in this book an account of culture, and a methodology of its study, rich in implication for a diversity of fields of social research. The work in some ways redefines the whole scope of cultural studies."— Anthony Giddens, Partisan Review"A book of extraordinary intelligence." — Irving Louis Horowitz, Commonweal“Bourdieu’s analysis transcends the usual analysis of conspicuous consumption in two ways: by showing that specific judgments and choices matter less than an esthetic outlook in general and by showing, moreover, that the acquisition of an esthetic outlook not only advertises upper-class prestige but helps to keep the lower orders in line. In other words, the esthetic world view serves as an instrument of domination. It serves the interests not merely of status but of power. It does this, according to Bourdieu, by emphasizing individuality, rivalry, and ‘distinction’ and by devaluing the well-being of society as a whole.”— Christopher Lasch, Vogue

    The gift is a perfect example of what Mauss calls a total social phenomenon, since it involves legal, economic, moral, religious, aesthetic, and other dimensions. He sees the gift exchange as related to individuals and groups as much as to the objects themselves, and his analysis calls into question the social conventions and economic systems that had been taken for granted for so many years. In a modern translation, introduced by distinguished anthropologist Mary Douglas, The Gift is essential reading for students of social anthropology and sociology.

    The Freedom Manifesto is an erudite, witty, and useful manual for anyone who wants to look after themselves and take responsibility for their own lives. Hodgkinson advises lowering personal standards, learning the guitar, cooperating with neighbors, throwing away credit cards, and embracing poverty. Peppered throughout are insights from such great minds as Rousseau, Ken Kesey, Nietzsche, and many others that reveal the secret happiness found in a free mind.

    While this has had the positive effect of equalizing access to knowledge, it also has lowered the bar on what depth of knowledge is required to consider oneself an "expert." A cult of anti-expertise sentiment has coincided with anti-intellectualism, resulting in massively viral yet poorly informed debates ranging from the anti-vaccination movement to attacks on GMOs. This surge in intellectual egalitarianism has altered the landscape of debates-all voices are equal, and "fact" is a subjective term. Browsing WebMD puts one on equal footing with doctors, and Wikipedia allows all to be foreign policy experts, scientists, and more. As Tom Nichols shows in The Death of Expertise, there are a number of reasons why this has occurred-ranging from easy access to Internet search engines to a customer satisfaction model within higher education. The product of these interrelated trends, Nichols argues, is a pervasive distrust of expertise among the public coinciding with an unfounded belief among non-experts that their opinions should have equal standing with those of the experts. The experts are not always right, of course, and Nichols discusses expert failure. The crucial point is that bad decisions by experts can and have been effectively challenged by other well-informed experts. The issue now is that the democratization of information dissemination has created an army of ill-informed citizens who denounce expertise.When challenged, non-experts resort to the false argument that the experts are often wrong. Though it may be true, but the solution is not to jettison expertise as an ideal; it is to improve our expertise. Nichols is certainly not opposed to information democratization, but rather the enlightenment people believe they achieve after superficial internet research. He shows in vivid detail the ways in which this impulse is coursing through our culture and body politic, but the larger goal is to explain the benefits that expertise and rigorous learning regimes bestow upon all societies.

    Sweepingly ambitious in scope, this is a deeply informed and balanced assessment of the many strengths as well as the weaknesses of American higher education today. At a time when colleges and universities have never been more important to the lives and opportunities of students or to the progress and prosperity of the nation, Bok provides a thorough examination of the entire system, public and private, from community colleges and small liberal arts colleges to great universities with their research programs and their medical, law, and business schools. Drawing on the most reliable studies and data, he determines which criticisms of higher education are unfounded or exaggerated, which are issues of genuine concern, and what can be done to improve matters. Some of the subjects considered are long-standing, such as debates over the undergraduate curriculum and concerns over rising college costs. Others are more recent, such as the rise of for-profit institutions and massive open online courses (MOOCs). Additional topics include the quality of undergraduate education, the stagnating levels of college graduation, the problems of university governance, the strengths and weaknesses of graduate and professional education, the environment for research, and the benefits and drawbacks of the pervasive competition among American colleges and universities. Offering a rare survey and evaluation of American higher education as a whole, this book provides a solid basis for a fresh public discussion about what the system is doing right, what it needs to do better, and how the next quarter century could be made a period of progress rather than decline.

    In her study of the state of modern humanity, Hannah Arendt considers humankind from the perspective of the actions of which it is capable. The problems Arendt identified then--diminishing human agency and political freedom; the paradox that as human powers increase through technological and humanistic inquiry, we are less equipped to control the consequences of our actions—continue to confront us today.

    A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

    He is a key figure in poststructuralism, and one of the most influential philosophers of the twentieth century. Felix Guattari (1930-1992) was a psychoanalyst at the la Borde Clinic, as well as being a major social theorist and radical activist. A Thousand Plateaus is part of Deleuze and Guattari's landmark philosophical project, Capitalism and Schizophrenia - a project that still sets the terms of contemporary philosophical debate. A Thousand Plateaus provides a compelling analysis of social phenomena and offers fresh alternatives for thinking about philosophy and culture. Its radical perspective provides a toolbox for nomadic thought and has had a galvanizing influence on today's anti-capitalist movement.Translated by Brian Massumi