Academic freedom

American professor suddenly fired from Zayed University

Section: 
Smart Title: 

An American journalism professor receives glowing evaluations at Zayed University, in the United Arab Emirates, and then is suddenly asked to leave his position -- and the country.

UCF professor’s e-mail accuses students of bigotry

Smart Title: 

A professor sent a mass e-mail to all of the students in his course when some of them argued that Christianity is a superior religion. Was he right to do so?

UT-Austin scrutinizes ethics of controversial same-sex parenting study

Smart Title: 

UT-Austin launches administrative inquiry into integrity of controversial study about children of same-sex couples.

Augustana retreat an exercise in collective governance

Smart Title: 

Augustana College president tries to give professors a voice in institutional governance at a time when faculty members across the country feel marginalized.

Iowa State cancels class on Biblical insights for business

Smart Title: 

After a faculty campaign, university calls off a class on applying the Bible to business.

Harvard kills courses by controversial summer school instructor

Smart Title: 

Harvard faculty decides that a controversial economist's statements about Muslims were so offensive that his normal summer school courses should be eliminated.

Cultivating the sociological imagination at colleges and universities (essay)

The late, great sociologist C. Wright Mills wrote eloquently of what he called “the sociological imagination,” which involved the ability to connect our own biographies to the wider currents of history, to understand the various social and cultural components of who we become. That was a major corrective to the highly individualistic worldview of Americans -- our strong tendency to view ourselves in a historical vacuum, as if our goals, beliefs and attitudes are not powerfully shaped by the social groups of which we are a part.

His invitation to a broader, more sophisticated view of ourselves was extended midway through the last century, at a time when Americans had a compelling need to come to terms with recent chaos and violence on a world scale, along with major ongoing evils in our own society -- racism prominently among them.

While we can consider some of the more extreme ills of racism a thing of our national past, others are very much still with us. Some forms of racial inequality have, in fact, been growing worse in recent years -- for example, the level of racial segregation in many of our public school systems, which is linked to the growing inequality of income and wealth in our society. Such inequality plays out at our colleges and universities in a number of ways, including admissions statistics, the daily experiences of students on our campuses and graduation rates.

As we think about which aspects of racism higher education institutions can most effectively address and how the sociological imagination fits into such a project, we might begin by noting that the word “racism” is often used rhetorically, particularly by college students, as a cover term for a range of things that differ significantly in their level of seriousness. Consider the following, for example:

  • Some white college students dress in racially insensitive costumes for Halloween.
  • The white presidential candidate of a major political party asserts that a Mexican-American judge cannot fulfill the professional and ethical standards of his vocation.
  • White police officers kill black men in incidents that are unlikely to have occurred if all parties were white.

Lumping these situations together under the general category of racism is hardly helpful in terms of what it will take to address each of them.

Institutions of higher education have sought to address racial inequality in a number of ways, including efforts to diversify their faculties, student bodies and staff. Their strongest suit would seem to be their potential for fostering robust communication across the racial and ethnic boundaries that divide members of what should be a community. For those who have not suffered from racism themselves, that will probably involve the risk of revealing some unattractive opinions or replacing denials of racism with the intention of making the racist unconscious conscious. For those who have suffered, it will involve forbearance and perhaps a taste for irony. It presupposes intellectual curiosity and emotional openness on the part of all.

A major obstacle to that has been a growing tendency toward what we might call “identity fetishism,” or seeing a specific dimension of social identity -- race, class, sexual orientation, gender identity -- as a terminus rather than a point of departure. American colleges and universities thus risk becoming places where the sociological imagination has gone to die.

The “safe space” movement, together with an it-takes-one-to-know-one mind-set, can operate to create barriers where there should be bridges. To be sure, it is good to spend comfortable, supportive times with those who are close fellow travelers through life. And achieving a deep understanding of those whose experience has been different in significant ways is a task to be approached with humility. But moving out from the familiar is a core goal of higher education.

Barriers between racial/ethnic groups in campus social life have had a curricular side as well. Separate departments or programs in African-American, Asian-American or Latin American studies, while offering belated, much-needed perspectives on groups that have long been hidden from historical research and teaching, have had the downside of not forcing a fuller, multiperspective approach to American studies itself. The use of the label “ethnic studies” as a cover term for these more group-specific programs, moreover, has been an unfortunate choice: are some people “ethnic” and others not? Was not the upshot to leave European-Americans an unmarked category of just plain folks? Some have sought to correct that with proposals of white studies programs -- hardly the best solution.

Ethnic studies programs are understandably of special interest to the respective members of the groups themselves; they have thus had something of a self-segregating effect in terms not only of students but also, to some extent, of faculty members -- an effect amplified by a tendency to merge the goals of faculty diversity with those of curricular diversity. The result can be a typecasting of faculty members of particular ethnic-racial groups. While an African-American historian can make distinguished contributions to scholarship and teaching in the field of African-American history, another can certainly make distinguished contributions to the field of medieval European history.

And, speaking of faculty, a general question is where have they been in the increasing diversity-related troubles we see playing out on our campuses? Some have been constructively engaged. For example, in the aforementioned Halloween costume example, faculty colleagues came to the public defense of a lecturer who found herself in the eye of a student activist storm by suggesting that we should not overreact to such behavior -- an episode that attracted an extraordinary amount of news media attention. Others have been part of the problem rather than part of the solution -- for example, by making ill-considered, even trollish statements in online media. Fortunately, that will sometimes be an occasion for pushback from their colleagues.

For the most part, however, faculty members have simply been missing in action when it comes to dealing with campus upheavals around race and racism. Students seem to be stepping into a leadership vacuum that pits them directly against administrators.

As we know, faculty members have more than enough problems of their own these days, what with increasing adjunctification and presidents who come to their jobs without understanding the business they are in -- to name just a couple of the most obvious misfortunes. But intellectual leadership is an essential faculty responsibility.

For openers, faculty members can bring the intellectual capital of their respective fields to bear on current debates. Those of us who are anthropologists, for example, have chosen a vocation based on moving beyond the stance that it takes one to know one. Though requiring a self-critical perspective on how well one can know an “other,” it centers on a quest to understand as much about others as we possibly can. Moreover, what we might call the anthropological imagination also presumes that an outsider’s perspective offers its own advantages; at the same time, a detour through another world is a path toward better understanding dimensions of our own, which would otherwise remain below our self-conscious reflection.

Beyond our own particular disciplines, departments and programs, faculty members are also part of a wider academic community with a shared dedication to core educational values. Those of us who believe that diversity is not just about social justice, as important as that is, but is also tied to the intrinsic goals of a liberal -- and liberating -- education have our work cut out for us. Outlines of that work can be found, for example, in the contributions of the Association of American Colleges and Universities, especially through its LEAP initiative (Liberal Arts and America’s Promise). Essential learning outcomes associated with that initiative include cross-cultural sophistication and civic responsibility.

In brief, we need to help make our colleges and universities ideal places for cultivating the sociological imagination. That means exploring with our students not only where we have come from but also where we might be going.

Judith Shapiro is president of the Teagle Foundation and president and professor of anthropology emerita of Barnard College.

Palestine course at Berkeley is reinstated after criticisms of violating academic freedom

Smart Title: 

Facing backlash and accusations of squelching academic freedom, a class is restored.

Berkeley puts Palestine course on hold after claims of anti-Zionist political motivation

Smart Title: 

Critics said one-credit, student-led course was anti-Zionist. The university said it acted on procedural grounds.

Northwestern bans a professor from campus and faculty members split on whether move is justified

Smart Title: 

Northwestern orders professor to stay away. She says she is being punished for her activism. Some professors defend university, saying she made them fear for safety.

Pages

Subscribe to RSS - Academic freedom
Back to Top