Abstract
Prior to September 11, 2001 there had been increasing claims of a declining role of the nation-state and an increase in the rhetoric of globalization, but September 11 revealed the ideological force of national identity. President George W. Bush’s speeches have repeatedly reaffirmed and actively constructed American nationalism, always eliding the ambiguity and contradictions of American identity. Often, as in the epigraph here, Bush defines America as the finest example of a democracy—a nation where freedom, voice, and collective participation make its people the apogee of civilized beings. However, the essence of what it means to participate in an American democracy became evident after the events of September 11, when Bush, General Motors, Mario Cuomo, and countless others launched a media blitz assuring the American people that the best way they could help their country would be to consume: buy cars, keep our country strong; visit New York—there are seats available for Cats; buy a refrigerator, or shoes if you cannot afford an appliance; and for our country’s sake, buy an American flag. In other words, it has become clear that in America freedom is intricately connected to the freedom to buy and the freedom associated with market activity.
We are a people dedicated to the triumph of freedom and democracy over evil and tyranny. The heroic stories of the first responders who gave their all to save others strengthened our resolve. And our Armed Forces have pursued the war against terrorism in Afghanistan and elsewhere with valor and skill. Together with our coalition partners, they have achieved success. Americans also have fought back against terror by choosing to overcome evil with good. By loving their neighbors as they would like to be loved, countless citizens have answered the call to help others. They have contributed to relief efforts, improved homeland security in their communities, and volunteered their time to aid those in need. This spirit of service continues to grow as thousands have joined the newly established USA Freedom Corps, committing themselves to changing America one heart at a time through the momentum of millions of acts of decency and kindness.
—George W. Bush (Declaration of Patriot Day)
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Works Cited
The American Council of Trustees and Alumni. “Defending Civilization: How Our Universities are Failing America and What Can Be Done About it.” February 2002. http://www.goacta.org/Reports/defciv.pdf (1 Nov. 2002).
Althusser, Louis. “Ideology and Ideological State Apparatuses.” Trans. Ben Brewster. Lenin and Philosophy and Other Essays. New York: Monthly Review P, 1971. 127–86.
Aronowitz, Stanley. The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning. Boston: Beacon P, 2000.
Berg, Herbert Andrew. The State of Michigan and the Morrill Land Grant Colleges Act of 1862. East Lansing: Michigan State UP, 1965.
Berlin, James. “Rhetoric and Ideology in the Writing Class.” College English 50 (1988): 477–94.
Braverman, Harry. Monopoly Capital: The Degradation of Work in the Twentieth Century. New York: Monthly Review P, 1974.
Bush, George W. “Patriot Day 2002: A Proclamation.” Washington D.C. 11 Sept., 2002.
Crowley, Sharon. Composition in the University: Historical and Polemical Essays. Pittsburgh: U of Pittsburgh P, 1998.
DeGenaro, William. “Class Consciousness and the Junior College Movement: Creating a Docile Workforce.” JAC 21 (2001): 499–520.
Eddy, Edward D. “The First Hundred Years, in Retrospect and Prospect.” The Development of the Land-Grant Colleges and Universities and Their Influence on the Economic and Social Life of the People. West Virginia University Bulletin. Morgantown: West Virginia U, 1963. 3–13.
Engell, James, and Anthony Dangerfield. “The Market-Model University: Humanities in the Age of Money.” Harvard Magazine May–June (1998). http://www.harvard-magazine.comlissues/mj98/forum.html (15Dec. 2001).
Eyerman, Ron, Lennart G. Svensson, and Thomas Soderquist, eds. Intellectuals, Universities, and the State in Western Modern Societies. Berkeley: U of California P, 1987.
Foner, Eric. Free Soil, Free Labor, Free Men: The Ideology of the Republican Party Before the Civil War. New York: Oxford UP, 1970.
Foucault, Michel. The Archaeology of Knowledge and The Discourse on Language. Trans. A.M. Sheridan Smith. New York: Pantheon, 1972.
Gramsci, Antonio. Selections from the Prison Notebooks. Ed. Quintin Hoare and Geoffrey Nowell Smith. New York: International, 1971.
Hall, Stuart. “Variants of Liberalism.” Politics and Ideology: A Reader. Ed. James Donald and Stuart Hall. Philadelphia: Open UP, 1986. 34–69.
Harvey, David. “University, Inc.” The Atlantic Online 282.4 (Oct. 1998). http://www.theatlantic.comlissues/98oct/ruins.htm (1 Feb. 2002).
Horner, Bruce. “Politics, Pedagogy, and the Profession of Composition: Confronting Commodification and the Contingencies of Power.” JAC 20 (2000): 121–52.
James, Edmund J. “The Origin of the Land Grant Act of 1862 (The So-called Morrill Act) and Some Account of its Author Jonathan B. Turner.” The University Studies: The University of Illinois Bulletin 4 (Nov. 1910).
Johnson, Robert. “Notes on the Schooling of the English Working Class, 1750– 1850.” Ed. R. Dale, G. Esland and M. MacDonald. Schooling and Capitalism. London, 1976. 44–54.
Kellogg Commission on the Future of State Universities and Land Grant Colleges. Returning to Our Roots: The Engaged Institution. Third Report. Washington, DC: Kellogg Commission, 1999.
Kolodny, Annette. Failing the Future: A Dean Looks at Higher Education in the Twenty-First Century. Durham, NC: Duke UP, 1998.
Marcuse, Herbert. “The Struggle Against Liberalism in the Totalitarian View of the State.” Negations: Essays in Critical Theory. Boston: Beacon P, 1968. 3–42.
Martin, Randy. “Introduction: Education as National Pedagogy.” Chalk Lines: The Politics of Work in the Managed University. Ed. Randy Martin. Durham: Duke UP, 1998. 1–29.
Marx, Karl. The German Ideology, Part One. Ed. C.J. Arthur. New York: International, 1986.
Michigan State University, Service Learning Center. “An Introduction to Service Learning for MSU Faculty and Staff.” /facstaffl (15 Oct. 2001).
Miller, Paul A. “The Impact of Technological Advances in Agriculture.” The Development of the Land-Grant Colleges and Universities and Their Influence on the Economic and Social Life of the People. West Virginia University Bulletin. Morgantown: West Virginia U, 1963. 17–28.
Muckenhirn, Rctert John. “The Development of Basic Soil Science.” The Development of the Land-Grant Colleges and Universities and Their Influence on the Economic and Social Life of the People. West Virginia University Bulletin. Morgantown: West Virginia U, 1963. 31–41.
Myers, Will Martin. “The Development of Basic Plant Sciences.” The Development of the Land-Grant Colleges and Universities and Their Influence on the Economic and Social Life of the People. West Virginia University Bulletin. Morgantown: West Virginia U, 1963. 45–60.
Nelson, Cary, and Stephen Watt. Academic Keywords: A Devil’s Dictionary for Higher Education. New York: Routledge, 1999.
Nevins, Allan. The Origins of the Land-Grant Colleges and State Universities: A Brief Account of the Morrill Act of 1862 and Its Results. Washington, DC: Civil War Centennial Commission, 1962.
Nutt, George B. “The Development of Agricultural Engineering.” The Development of the Land-Grant Colleges and Universities and Their Influence on the Economic and Social Life of the People. West Virginia University Bulletin. Morgantown: West Virginia U, 1963. 85–94.
Ohmann, Richard M., and W. Douglas. English in America: A Radical View of the Profession. New York: Oxford UP, 1976. 73–105.
Ohmann, Richard. “English and the Cold War.” The Cold War and The University: Toward an Intellectual History of the Postwar Years. New York: New P, 1997.
Press, Eyal, and Jennifer Washburn. “Digital Diplomas.” Mother Jones Jan./ Feb. (2001). http://www.motherjones.comlmotherjones/JF01ldiplomas. html (15 Dec. 2001).
Readings, Bill. The University in Ruins. Cambridge: Harvard UP: 1996.
Ross, Earle D. “Contributions of Land-Grant Colleges and Universities to Higher Education.” A Century of Higher Education: Classical Citadel to Collegiate Colossus. Ed. William W. Brickman and Stanley Lehrer. New York: Society for the Advancement of Education, 1962. 94–109.
Smith, N. “Afterword: Who Rules this Sausage Factory?” s Antipode 32 (July 2000): 330–39.
Smith, Tony. “Some Remarks on University/Business Relations, Technological Development, and the Public Good.” The Ag Bioethics Forum: An Interdisciplinary Newsletter in Agricultural Bioethics. 9.1 (June 1997). http://www.bioethics.iastate.eduiBioethics/forum/jun.97.html (28 Apr. 1998).
Veblen, Thorstein. The Higher Learning in America: A Memorandum On the Conduct of Universities by Business Men. New York: Viking, 1935.
Wehner, Pat. “Ivory Arches and Golden Towers: Why We’re All Consumer Researchers Now” College English 63 (2001): 759–68.
Zinn, Howard. A People’s History of the United States. New York: Harper, 1990.
Editor information
Copyright information
© 2012 Gary A. Olson and Lynn Worsham
About this chapter
Cite this chapter
Brown, D.M. (2012). Hegemony and the Discourse of the Land Grant Movement: Historicizing as a Point of Departure. In: Olson, G.A., Worsham, L. (eds) Education as Civic Engagement. Education, Politics,and Public Life. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137021052_5
Download citation
DOI: https://doi.org/10.1057/9781137021052_5
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-03369-7
Online ISBN: 978-1-137-02105-2
eBook Packages: Palgrave Education CollectionEducation (R0)