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Legal Power and the University/Anthropology, Institutional Politics and…

- - - - Some professors required fieldwork as part of their course
        
        Professors incorporated 'pop culture' to different degrees
        
        Includes authors assigned in these course (eg: Fitzpatrick, Hunt, Cain, Yngvesson, Comaroff, Merry, Bourdieu, Foucault)
        
        Common thread: casting off previous assumptions about the law and its relation to culture, crime, and social norms
        
        This article is useful for our research project this summer, but probably should not appear on an anthropology of law syllabus (?)
- - - - Also see interview with Brodkin on blog Savage Minds -- update three years after article was published
        Link Here
      - Anthropology's complicated history with race and racism
        
        Asks "How far has anthropology come in recent decades in meeting its goal of racial inclusivity?" The answer is not far enough. (p. 545)
        
        The concept of "white public space" (Page and Thomas 1994) as a "a hegemonic, daily, unreflexive praxis that marginalizes faculty and students of color" (p. 555) to constitute anthropology departments as "white owned" through two kinds of praxis:
        
        The racial division of departmental labor to assign faculty/students of color tasks with lower status/rewards than their white colleagues
        
        Cultural and discursive practices that "carry racial baggage but also deny their racial subtexts and racially unequal outcomes" (p. 545)
        
        "Diversity duty"
        
        Role of AAA
        
        Role of identity-based organizational spaces (Black Anthropologists, Latinx Anthropologists, Indigenous Anthropologists)
        
        Role of feminist and queer anthropology
        
        As of 2011, no association for Asian American anthropologists [still none, but see SEAA linked]
        
        Trends in faculty (adjunct and tenure-track) and PhD students of color
        
        Friction between anthropology and ethnic studies
        
        Institutional "mattering and belonging" (Smith 2019)
- - - - The university as a business ?
        
        Policy as a relation between 'political rationalities,' 'government technologies,' and 'subjectivities' -- destabilize the otherwise neat relation (p. 69)
        
        Explores connections between larger societal policy practices and "locally negotiated" practices (p. 69)
        
        Illegal student fees, impacts of finances on student experience
        
        Policy processes as 'implemented' vs. 'appropriated' (neat vs. messy?)
        
        External 'subjection' vs. internal 'subjectification' (Rabinow 1984) -- to look more into
        
        Blurring of linkages between marketization, fees, and student-customers
        
        'Passive' students in a 'democratic' university (p. 79)
        
        Big takeaways:
        
        Role of the university in constructing student subjectivities
        
        Policy as continually re-negotiated (at larger and local levels)
        
        Policy (and legal power?) as an assemblage
- - - - 'Audit culture': transporting techniques of financial audit into contexts far removed from financial accounting
        
        Spread of audit since 1990s reveals much about processes of neoliberalization (p. 280)
        
        Remodeling of the public sector
        
        Efficiency and transparency
        
        Creation of an 'audit society' where "accountability is conflated with elaborate policing mechanisms for subjecting individual performance to the gaze of external experts" (p. 281)
        
        Audit as more than a set of technical practices, but an idea/process about the "politics of regulation and managerial control" (p. 292)
        
        Rise of 'New Public Management': "transformation of the traditional liberal and Enlightenment idea of the university as a place of higher learning into the modern idea of the university as corporate enterprise whose primary concern is with market share" (p. 282)
        
        'Global Knowledge Economy'
        
        Connection to closure of smaller university departments? (p. 285)
        
        Shore draws connections to Bentham's Panopticon (p. 286)
        
        "bureaucratic Leviathan" (p. 290)
        
        Useful critical analysis of the university under neoliberalism, but fails to understand that the university under liberalism was not without its flaws (?)
        
        Anthropology of organizations, institutional 'culture'
        
        Academics as employees not members of university
- - - - 'Survival' in school
        
        Role of 'pedagogic conservatism' and classical education (Greek and Latin), connections to family background and level of secondary school (p. 83)
        
        Testing biased against working class students
        
        Relation in higher education between academic success and paid employment later (?)
        
        Educational system as a "communication system," but not only that (p. 91)
        
        Translation between 'pedagogic message' and students' ability to understand it (p. 99)
        
        The educational system "addresses itself to students equipped with the linguistic and cultural capital," betrays those without this capital (p. 99)
        
        Why study the school population and the institutional organization separately when they reproduce each other? (p. 101)
        
        I think the conclusions of this chapter are extremely important, but the difficult language made it hard to get through the rest of the chapter.
- - - - "We become ourselves agents of our own systematic and systemic subordination...So when we all are too busy reproducing imagined categories and separations with the rest of the controlled, our power to react against the sovereign of control is weakened significantly"
        
        Role of social scientists in maintaining/interrupting status of elites: "Producing knowledge about society not only reminds state powers that society exists, but it also helps to make more and more members of the society aware of the conditions of their everyday life."
        
        Role of 'society' as a buzzword for conservative and right-wing politicians
        
        Impact of anthropology on social movements, democratization of knowledge
- - - - Clash between vocational training and liberal arts education (p. 359)
        
        Connection between university education and American idealism?
        
        "Primary purpose of the liberal-arts student it to understand the world around him" (p. 399)
        
        Argues if anthropology professors do not teach beyond the introductory stage or venture beyond the pre-professional training courses, then "anthropology as a liberal-arts field will not only become sterile; it will die of inanition" (p. 400)
      - Describes all sociology/anthropology classes offered at the time -- they are extremely of their time
        
        My question: how have the course offerings at American universities shaped the next generations of anthropologists and the field itself?
- - - - Discipline of anthropology and its relation to the metropolitan research university, "vexed place of disciplinary reproduction" (p. 7)
        
        How to create disciplinary space for all within the university, while understanding both the complex inheritances, constraints, and possibilities of the institution?
        
        Classroom spaces as immediately institutional, not just reflecting the teacher's 'intellectual inheritance' (p. 20)
        
        Role of methods courses and teaching research design in transforming the discipline
- - - - Practices of educational ethnography within subfield 'anthropology of education'
        
        Argues that educational anthropologists' vision of education has been narrowed to the school ('school ethnographers'), when education happens in so many other places. (p. 595)
        
        Argues that cultural anthropologists have rejected educational discourse and its "critical public intervention" (p. 595)
        
        Notes discrepancy between significance of schools for identity formation and relevance of educational theory (p. 596)
        
        "Inherently political co-creation of knowledge and identity" (p. 596)
        
        "Social sciences arbitrarily marginalize researchers interested in schools" (Bourgois on p. 598)
- - - - Contemporary global academia as built on the American university model
        
        Friction between what universities are portrayed to represent (free speech, debate) and their reality (supporting the military-industrial-academic complex)
        
        University as an 'anti-politics machine' (Ferguson)
        
        Compares administrator responses at Washington University in St. Louis and University of Missouri, St. Louis to Black Lives Matter protests in Ferguson
        
        University as a neoliberal institution
        
        Precarious positions of non-tenured faculty
        
        Public university budget cuts
        
        University as a racist institution
        
        Reproduction of inequalities at home and abroad (eg: lack of diversity in STEM; investment in dictatorships, genocides, and imperialism)
        
        Portrayed as one-way ticket to socioeconomic advancement
        
        Faculty whose research addresses race are being excluded from diversity initiatives at universities