Abstract
In academe today, an overwhelming acceptance by university administrations of a neoliberal ideology that advances corporate logics of efficiency and profit maximization is commonplace (Aronowitz, 2000; Giroux, 2002, 2007; Shumar, 2008). Advancing government deregulation, privatization of public services, and the lowering of public expenditures, neoliberalism, as the dominant ideology in Western societies today, advances a corporate culture driven by profit generation as a model for the functioning of all spheres of society (Bourdieu, 1998; Caanan & Shumar, 2008; Chomsky, 2003; Duménil, 2011; Giroux, 2002, 2004; Olssen & Peters, 2005; Robbins, 2004; Sloan, 2008). Furthermore, reinforcing neoliberalism, neoconservative ideals today promote so-called individual responsibility in place of the public good; social Darwinism; the acceptance of social inequities as “common sense”; and conservative control of curricula, pedagogy, and knowledge production (Apple, 2006; Harvey, 2005; Hill, 2007). In American higher education, these logics are reflected in decision making about what is taught, how material is taught, who teaches, who does research, who belongs, what counts as valid research and, ultimately, in decision making about the goals and purposes of higher education (Apple, 2006; Giroux, 2002, 2004, 2007; Hill, 2007).
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© 2014 Stephanie A. Fryberg and Ernesto Javier Martínez
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Osei-Kofi, N. (2014). Junior Faculty of Color in the Corporate University. In: Fryberg, S.A., Martínez, E.J. (eds) The Truly Diverse Faculty. The Future of Minority Studies. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137456069_3
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