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college experience around these buzzwords. Both terms reflect the infiltration of a business mindset into academics, with “innovation” often entailing the mechanization of teaching and a subsequent increase in inequality among student populations. Similarly, entrepreneurship encourages students to adopt a corporate work ethos, with science and tech companies—and increasingly
Silicon Valley billionaires—reaping the benefits of student labor.
407:(SEIU) allying with graduate students and adjunct instructors in the fight for employee status and collective bargaining rights. Despite setbacks, including a 2004 reversal of the 2000 ruling, student and adjunct unions have made significant headway. In August 2016, the NLRB reversed itself again, ruling that graduate research and teaching assistants at private universities do have the right to unionize (UAW vs. Columbia).
72:, CUS largely comes out of public colleges and universities. While CLS has tended to seek remedies in the legal system, CUS has gravitated toward student and labor union movements. Moreover, CUS has emphasized investigative reportage and exposés of current institutional policies and practices alongside academic work. Rather than a uniform group, CUS includes a range of scholars, critics, and activists, among them
311:
higher education now tends to be framed as a private endeavor rather than as a public service, a shift that has resulted in reductions to state funding and subsequent increases in tuition costs. Since 1980, the cost of a college degree has increased nearly 1000% (while the price of consumer goods has increased only about 250%). This has been exacerbated by a shift in policy for
61:(CLS), scholars of Critical University Studies often have an activist bent. CLS and CUS both analyze powerful institutions in order to draw attention to structural inequalities and embedded practices of exploitation and marginalization. In addition, both fields seek to move beyond abstract theorizing, targeting institutional practices and making proposals for policy changes.
295:: According to the New Faculty Majority, a US-based adjunct advocacy group that formed in 2009, three quarters of college faculty are now off the tenure track, with no access to the job stability that universities historically provided. Of this group, over half are adjunct or part-time workers, positions characterized by low wages and lack of
315:: Since the late 1990s, they have been able to receive up to 90% of their funding from federal aid, and they now represent around 25% of loan debt. In addition to raising awareness about the issue of growing student debt, CUS scholars push for policy changes, such as loan forgiveness and debt-free college.
344:
and
Entrepreneurship: A new wave of CUS research has drawn attention to the increasing emphasis that universities place on values of innovation and entrepreneurship. While this focus may seem harmless or even beneficial to students, CUS scholars point out the damaging effects of structuring student's
281:
shows, state funding for higher education has progressively decreased since the 1980s. At the same time, universities appear to be acting more and more like corporations, enhancing managerial administration, cutting full-time faculty labor, and treating students like customers. The result is a higher
176:
granted
American universities the right to patent their inventions, thereby encouraging them to conduct research with business aims in mind. In the late 1990s and early 2000s, critics began to address the new direction of higher education, often coming from the graduate student unionization movement.
310:
Student Debt: In 2015, 68% of graduating students in the US left college with some student loan debt. This marks a dramatic increase from student debt during previous eras of higher education, a development that CUS attributes to the effects of neoliberal policies on universities. For one thing,
334:—often seems to be profit-driven rather than beneficent, with universities receiving large sums of money from local governments in exchange for the presence of the school's brand. For many scholars, the so-called “global university” is merely a perpetuation of Western
608:
212:, edited by Benjamin Johnson et al. (2003), Stefano Harney and Fred Moten's “The University and the Undercommons" (2004), Williams’ “The Post-Welfare State University” (2006) and “Student Debt and the Spirit of Indenture” (2008), and Christopher Newfield's
45:
model. Emerging largely in the United States, which has the most extensive system of higher education, the field has also seen significant work in the United
Kingdom, as well as in other countries confronting neoliberalism. Key themes of CUS research are
354:
Critical
University Studies research has contributed to student and faculty movements across US campuses, including the aforementioned New Faculty Majority, the graduate student union movement, Oregon's CORE faculty-student advocacy group, and the
188:
This first wave of CUS publications addressed the corporatization of higher education, along with the exploitation of academic labor and the rise of student debt. Key texts from this period include Sheila
Slaughter and Larry Leslie's
98:. The piece, "An Emerging Field Deconstructs Academe", describes the "new wave of criticism of higher education" that came to the fore in the 1990s and has gained momentum in the ensuing decades. This new work has primarily come from
434:
On the whole, the stance of CUS against the status quo of US universities puts it at odds with individuals and administrators who are in favor of the continued privatization, corporatization, and globalization of the university.
438:
Scholars like
Williams, Steffen, and others continue to call for the incorporation of CUS into the undergraduate curriculum, encouraging students to think critically about the institutions in which they find themselves.
276:
and
Corporatization: CUS research shows the various ways that public investment in universities has decreased as costs have been shifted to students and their families. As a 2014 report from public policy organization
282:
education system that functions as “a mercantile market rather than a public realm apart from the market,” with those attending reconfigured “as job seekers rather than as citizens” — a dramatic alteration from the
419:, co-founded by Bousquet, stemmed from early efforts in the field and continues to publish open-access issues around themes of academic labor and higher education activism. In addition, 2015 saw the formation of
815:
366:
CUS scholars often publish outside of traditional academic outlets, through blogs like
Michael Meranze and Christopher Newfield's Remaking the University, as well as through contributions to new media like
383:. Through such non-traditional outlets, as well as through book publications and academic journal articles, CUS has helped to bring issues like student debt into the mainstream political conversation.
253:
In addition, after
Britain adopted neoliberal policies and raised tuitions from minor fees to major levels, critics such as Stefan Collini, in “Browne’s Gamble” (2010), and Andrew McGettigan, in
114:. As Williams notes, criticism of higher education has a strong tradition, and scholars like Heather Steffen have traced CUS's lineage at least to the early 20th century, for example to
250:(2016), Avery Wiscomb's “The Entrepreneurship Racket” (2016), and Heather Steffen's "Inventing Our University: Student-Faculty Collaboration in Critical University Studies” (2017).
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More recently, a second wave of CUS scholars have widened the field's scope to address issues including universities’ reliance on proprietorial technology, the dominance of
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Although continually responding to new trends in higher education, Critical University Studies has so far concerned itself with several key themes:
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Alongside CUS criticism and activism in the 1990s, U.S. campuses saw a rise in unionization efforts. This culminated in a 2000 decision by the
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303:, as well as with the increasing burden on graduate students to take on heavy teaching loads. As such, CUS has organic connections to
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initiated a book series on Critical University Studies, edited by Jeffrey J. Williams and Christopher Newfield, and In the UK,
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Globalization: American universities are increasingly being exported to locations around the globe through the opening of
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Branding of the American Mind: How Universities Capture, Manage, and Monetize Intellectual Property and Why It Matters
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In addition, the 1960s saw a great deal of criticism of social institutions, and much focused on university campuses.
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Why Public Higher Education Should Be Free: How to Decrease Cost and Increase Quality at American Universities
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Why Public Higher Education Should Be Free: How to Decrease Cost and Increase Quality at American Universities
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597:. Edited by Gordon Hutner and Feisal G. Mohamed. New Brunswick, NJ: Rutgers University Press, 2016. 145-157.
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257:(2013), focused on the United Kingdom. Meng-Hsuan Chou, Isaac Kamola, and Tamson Pietsch's edited volume
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Rizzo, Michael J. “State Preferences for Higher Education Spending: A Panel Data Analysis, 1977-2001.”
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and could unionize. Union efforts proliferated following this decision, with organizations like the
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also played a role in criticism of the university during the 1960s and 1970s, with activists like
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in contemporary society and its relation to culture, politics, and labor. Arising primarily from
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The Transnational Politics of Higher Education: Contesting the Global/Transforming the Local
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The Higher Learning in America: A Memorandum on the Conduct of Universities by Business Men
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Steal This University: The Rise of the Corporate University and the Academic Labor Movement
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The Higher Learning in America: A Memorandum on the Conduct of Universities by Business Men
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Steal This University: The Rise of the Corporate University and an Academic Labor Movement
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The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters
532:. 1918. Ed. Richard R. Teichgraeber III. Baltimore: Johns Hopkins University Press, 2015.
240:
The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters
181:(2008–11), or came out of groups such as Edu-factory, which was inspired by the Italian
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Inventing Our University: Student-Faculty Collaboration in Critical University Studies
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A New Deal for the Humanities: Liberal Arts and the Future of Public Higher Education
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Cost Of College Degree In U.S. Has Increased 1,120 Percent In 30 Years, Report Says
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The Great Cost Shift Continues: State Higher Education Funding After the Recession
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957:. Ed. Ronald G. Ehrenberg. Baltimore: Johns Hopkins University Press, 2006. 3-35.
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toward the university since the 1970s, particularly the shift away from a strong
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The Great University Gamble: Money, Markets, and the Future of Higher Education
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Critical University Studies: Workplace, Milestones, Crossroads, Respect, Truth
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The Great University Gamble: Money, Markets and the Future of Higher Education
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The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them
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Rebuilding out of the Ruins: An Introduction to 'The Academy and Its Futures'
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The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them
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Some met in conferences such as “Reworking/Rethinking the University” at the
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For-Profit Colleges Account for a Third of All Federal Student Loan Defaults
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Academic Capitalism: Politics, Policies, and the Entrepreneurial University
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Academic Capitalism: Politics, Policies, and the Entrepreneurial University
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What’s Happening to Public Higher Education? The Shifting Financial Burden
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Unmaking the Public University: The Forty-Year Assault on the Middle Class
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UAW Graduate Workers and Harvard Reach Historic Union Election Agreement.
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Hyperserfs: How Silicon Valley Exploits Students and Their Universities.
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was first defined in print by Jeffrey J. Williams in a 2012 article in
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NLRB Rules Graduate Students Are Employees With The Right To Unionize
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Innovation for What? The Politics of Inequality in Higher Education.
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Williams, Jeffrey J. “The Need for Critical University Studies,” in
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How the University Works: Higher Education and the Low-Wage Nation
141:(SDS) started with a strong statement about higher education, and
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Austerity Blues: Fighting for the Soul of Public Higher Education
130:(1923), which criticize the influence of business principles and
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In contrast to CLS, which has roots in elite institutions like
1058:." Workplace: A Journal for Academic Labor 23 (2014): 62-72.
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Austerity Blues: Fighting for the Soul of Public Education
1216:”. Minnesota Review (71-72): 101-122, Winter-Spring 2009.
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Digital Diploma Mills: The Automation of Higher Education
198:
Digital Diploma Mills: The Automation of Higher Education
204:'s “The Waste Product of Graduate Education” (2002) and
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Chou, Meng-Hsuan, Isaac A. Kamola, and Tamson Pietsch.
684:
Johnson, Benjamin, Patrick Kavanagh and Kevin Mattson.
994:
How Much Do For-Profit Colleges Rely on Federal Funds?
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Rich, Adrienne. “Toward a Woman-Centered University.”
16:
Critical theory examining the role of higher education
544:
The Goose-Step: A Study of American Higher Education.
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also launched a series on CUS, edited by John Smyth.
395:(NLRB) that graduate employees were protected by the
1214:
Higher Exploitation: An Interview with Marc Bousquet
559:
Critical University: Moving Higher Education Forward
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149:protests were a major presence on US campuses. The
134:wealth on the emerging American university system.
1179:Introduction: Teaching Critical University Studies
940:Student Loan Debt In 2017: A $ 1.3 Trillion Crisis
774:. Baltimore: Johns Hopkins University Press, 2016.
759:. Baltimore: Johns Hopkins University Press, 2016.
643:. Baltimore: Johns Hopkins University Press, 1997.
804:. New Brunswick: Rutgers University Press, 2013.
359:Student Debt Campaign (on which cultural critic
227:. Notable texts in this vein include Newfield's
1621:2020s controversies around critical race theory
511:Intellectual Proletarians in the 20th Century.
259:The Transnational Politics of Higher Education
231:(2016), Michael Fabricant and Stephen Brier's
57:Like those doing research under the banner of
1235:
574:On Lies, Secrets, and Silence: Selected Prose
128:The Goose-Step: A Study of American Education
8:
1198:Newfield, Christopher, and Michael Meranze.
1067:Newfield, Christopher, and Michael Meranze.
322:. This practice—exemplified by schools like
169:calling for "a women-centered university."
1327:
1242:
1228:
1220:
1042:Creditocracy and the Case for Debt Refusal
929:." New Faculty Majority. January 16, 2015.
789:. New York: Oxford University Press, 2011.
624:Walker, Katherine, and Benjamin Mangrum. "
587:
585:
583:
577:1966-1978. New York: Norton, 1979. 125-55.
102:and cultural critics, as well as those in
912:Hiltonsmith, Robert, and Tamara Draut. "
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738:Student Debt and the Spirit of Indenture
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669:The Waste Product of Graduate Education.
637:Slaughter, Sheila, and Larry L. Leslie.
620:
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299:. CUS takes issue with this new norm of
161:and others, arose from this moment. The
1108:Workplace: A Journal for Academic Labor
819:. Johns Hopkins University Press, 2016.
448:
417:Workplace: A Journal for Academic Labor
307:and adjunct labor organization efforts.
1084:" News release, October 18, 2016. UAW.
768:Fabricant, Michael and Stephen Brier.
477:An Emerging Field Deconstructs Academe
471:
469:
467:
1134:The Johns Hopkins University Press. "
1122:Academic Labor: Research and Artistry
628:." Ethos Review 1, no. 2 (Fall 2014).
609:Toward a Global Autonomous University
421:Academic Labor: Research and Artistry
405:Service Employees International Union
246:(2013). In addition, Jacob Rooksby's
7:
1149:Palgrave Critical University Studies
562:. Lanham: MD, Lexington Books, 2017.
701:The University and the Undercommons
458:The Critical Legal Studies Movement
1616:Cultural Marxism conspiracy theory
1028:The Chronicle for Higher Education
612:. New York, NY: Autonomedia, 2009.
14:
870:, 32(21): 23-25, 4 November 2010.
718:The Post-Welfare State University
699:Harney, Stefano and Fred Moten. “
658:. New York: Monthly Review, 2001.
481:The Chronicle of Higher Education
248:The Branding of the American Mind
139:Students for a Democratic Society
95:The Chronicle of Higher Education
22:is a field examining the role of
606:The Edu-factory Collective, ed.
320:satellite and affiliate campuses
983:." Fortune. September 29, 2016.
707:22.2-79 (Summer 2004): 101-115.
261:(2016) looks at globalization.
1403:international relations theory
1138:." News release, January 2015.
996:" Brookings. January 11, 2017.
515:Chronicle of Higher Education.
425:Johns Hopkins University Press
393:National Labor Relations Board
1:
1631:Privilege (social inequality)
1307:Archetypal literary criticism
970:." HuffPost. August 15, 2012.
942:." Forbes, February 21, 2017.
305:graduate student unionization
289:university of the postwar US.
1080:United Automobile Workers. "
690:. New York: Routledge, 2003.
494:Critical University Studies.
397:National Labor Relations Act
1136:Critical University Studies
1045:. New York: OR Books, 2014.
885:. London: PlutoPress, 2012.
830:The Entrepreneurship Racket
546:Whitefish: Kessinger, 1923.
455:Unger, Roberto Mangabeira,
373:Los Angeles Review of Books
90:critical university studies
20:Critical university studies
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1286:Outline of critical theory
903:. London: Routledge, 2016.
328:Carnegie Mellon University
1586:Hermeneutics of suspicion
916:." Demos. March 21, 2014.
722:American Literary History
401:United Automobile Workers
76:, graduate students, and
38:of higher education to a
1097:." NPR, August 23, 2016.
461:. New York: Verso, 2015.
242:(2011), Robert Samuels’
1200:Remaking the University
1069:Remaking the University
753:Newfield, Christopher.
313:for-profit institutions
179:University of Minnesota
1212:Williams, Jeffrey J. “
1160:Williams, Jeffrey J. “
1151:." Palgrave Macmillan.
1005:Williams, Jeffrey J. "
868:London Review of Books
736:Williams, Jeffrey J. “
716:Williams, Jeffrey J. “
475:Williams, Jeffrey J. "
221:entrepreneurial values
153:movement, inspired by
59:critical legal studies
54:, among other issues.
50:, academic labor, and
1162:Teach the University!
724:18.1 (2006): 190-216.
208:(2008). In addition,
1611:Critical rationalism
1423:medical anthropology
1205:McGettigan, Andrew.
927:Facts about adjuncts
879:McGettigan, Andrew.
783:Ginsberg, Benjamin.
675:20.1 (2002): 81-104.
483:, February 19, 2012.
1343:applied linguistics
1093:Gonzales, Richard."
1054:Petrina, Stephen. "
1022:Wiscomb, Avery J. "
845:Steffen, Heather. "
828:Wiscomb, Avery J. "
526:Veblen, Thorstein.
509:Steffen, Heather. “
324:New York University
237:Benjamin Ginsberg's
183:autonomist movement
78:adjunct instructors
1555:Siegfried Kracauer
1480:technical practice
1433:university studies
1418:management studies
1408:language awareness
1373:discourse analysis
1207:Critical Education
1177:Samuels, Robert. "
1168:(8)1: 25-42, 2007.
992:Kelchen, Robert. "
862:Collini, Stefan. “
813:Rooksby, Jacob H.
517:November 28, 2011.
500:, January 9, 2015.
74:tenured professors
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1590:Critical realism
1581:Immanent critique
1576:Binary opposition
1530:Friedrich Pollock
1510:Theodor W. Adorno
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1485:terrorism studies
1030:, March 12, 2017.
938:Friedman, Zack. "
798:Samuels, Robert.
744:Fall 2008: 73-78.
667:Bousquet, Marc. “
556:Loughead, Tanya.
541:Sinclair, Upton.
492:Jaschik, Scott. "
163:feminist movement
157:and furthered by
151:critical pedagogy
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1662:Higher education
1657:Cultural studies
1626:Phallogocentrism
1560:Otto Kirchheimer
1465:security studies
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1291:Reconstructivism
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202:Marc Bousquet
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195:David Noble's
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174:Bayh–Dole Act
172:In 1980, the
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167:Adrienne Rich
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1383:queer theory
1363:data studies
1331:Critical ...
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411:Developments
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159:Henry Giroux
155:Paolo Freire
147:civil rights
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52:student debt
36:public model
19:
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1604:Theological
1525:Erich Fromm
1475:social work
1460:regionalism
1455:race theory
1393:geopolitics
1378:ethnography
1358:criminology
1348:cartography
1300:Derivatives
836:, May 2016.
705:Social Text
673:Social Text
361:Andrew Ross
122:(1918) and
106:, history,
1646:Categories
1594:perception
1450:psychology
1445:psychiatry
443:References
342:Innovation
287:humanistic
265:Key themes
132:Gilded Age
43:privatized
40:neoliberal
1498:Theorists
1388:geography
350:Influence
108:sociology
104:education
88:The term
1440:practice
1428:pedagogy
1279:Concepts
1166:Pedagogy
429:Palgrave
381:HuffPost
375:(LARB),
336:hegemony
235:(2016),
216:(2008).
200:(2001),
193:(1997),
143:anti-war
100:literary
1569:Related
1258:Origins
1011:Dissent
834:Jacobin
742:Dissent
369:Jacobin
284:liberal
84:History
66:Harvard
1368:design
371:, the
357:Occupy
330:, and
223:, and
110:, and
377:Salon
293:Labor
279:Demos
379:and
145:and
70:Yale
68:and
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