Neoliberal values and ideology, which have broadly undermined social justice ideals, have been inserted into a range of public spheres both in the U.S.A. and internationally. Public higher education institutions have increasingly acquiesced to neoliberal strategies, which restrict access to public services, commodify the public sphere and challenge the legitimacy of progressive and liberal politics. This article explores some neoliberal practices at one public institution of higher education in the United States. I present three incidents that took place between 2000 and 2006 at a college that is part of a public State University system: a shift to disparagement of 'activism' in a college that had prided itself on its activist traditions; a confusion over the profitable marketability of Global Black Studies, in a context where political pressures diminished 'minority' perspectives in the interest of reasserting homogeneous 'Western civilisation'; and a partnership between this public college and a prestigious private university. In each case I explore my own response in terms of faculty governance, and how I developed new courses and pedagogies to open up these aspects of the operation of neoliberalism to critical examination by students. These incidents show how neoliberal practices create fear and feelings of vulnerability among faculty, especially faculty members of colour; they also show the importance of developing critical pedagogies to expose their assaults on social justice and equity.
The Emotional Education of Boys in Mexico during the Early Porfiriato, 1876–1884
Carlos Zúñiga Nieto
Mexican emotional standard of child-rearing that promoted the individual cultivation of honor, the management of anger, and the use of fear as discipline, drawing on well-known European pedagogic theories on boyhood in late nineteenth-century Mexico
Adolescence, Chivalry, and Turn-of-the-Century Youth Movements
. They, too, shape and direct fear, love, pity, anger, essentially aright. (1904: I:viii, II:443) Thus the stories, which grow “slowly and naturally in the soul of the race,” provide a code of behavior that will guide the developing adolescent in the
Girlhood Identity in The Craft
banding together, their strength once they form a group, and Sarah’s vulnerability following her exile, The Craft gives dimension to this fear. This is arguably where a key relevance of the film for girl audiences lies: The Craft is literally a horror
This article reflects on the project of creating multicultural inclusive museums. By definition, an inclusive museum honors the cultural constituencies it is paid to serve. Yet in reality, cultural sensitivity is one thing and education another. Blurring the distinction risks sacrificing education, a moral mandate, to the ideal of equality. My article points to examples where, for fear of offending, a museum betrays its educational mission. I trace the affinity between inclusive museum politics and consumerist culture and consider the case of the Creation Museum-a museum that, as per the multicultural ideal, tailors science to the sensibility of its customer base, in this instance the sensibility of American biblical literalists.
The Boy Citizen-Solider on the Cold War Screen
This paper examines the ways in which instructional films, television shows, and television commercials both depicted and sought to construct the experience of American boyhood in the decades immediately following World War II. During the Cold War, many American adults feared that boys lacked the “masculine” qualities required by future defenders of the United States. Believing that boys needed additional instruction in appropriate gender behavior, educators turned to a new film genre: the classroom instructional film. Films in this genre emphasized the importance of patriotism, respect for order and authority, and the need for emotional and physical discipline in American males. Television shows and toy commercials also encouraged boys to envision themselves as future soldiers and defenders of freedom.
Social and Emotional Experiences of the Clothed Body
Drawing on ethnographic research with a diverse group of teen girls, this article asks how play with style is understood and enacted. By positioning girls' everyday transactions with style beside their engagement with style in media, this article demonstrates that girls live with a cultural discordance between the girl power media discourse of style as choice, power, and resistance, and the reality of their own, often disempowered, experiences with style. Bound by the promise of upward social mobility, the fear of losing status, and the risk of remaining in the low income and middle class communities in which they were raised, the girls in this study feel regulated and, at times, hurt by the required performance of the clothed body.
Female Adolescence in the Novels of Carson McCullers
specifically associated with the adolescent fear of out-of-control growth that threatens to expose the girls’ underlying sense of their own queerness and to render them undesirable in the future. McCullers’s formulation of girlish adolescence, where growth and
One Small Part of Indigenous Herstory
breaking down barriers of fear, stigma, and shame. And so I felt it was important to provide as much information, and support, for issues we face like suicide, HIV and AIDS, sexually transmitted infections (STIs), and shame related to sexuality, so that we
fear ( Aaltonen 2006 , 2017 ; Koskela 1997 ), and in relation to how girls locate themselves creatively in different urban settings ( Andersson 2003 ; Christensen 2011 ; Sixtensson 2018 ). However, studies on young femininity in public transport