Addresses what educators, young people, and concerned citizens can do to reclaim higher education from market-driven neoliberal ideologies.

An accessible examination of neoliberalism and its effects on higher education and America, by the author of American Nightmare. Neoliberalism’s War on Higher Education reveals how neoliberal policies, practices, and modes of material and symbolic violence have radically reshaped the mission and practice of higher education, short-changing a generation of young people. Giroux exposes the corporate forces at play and charts a clear-minded and inspired course of action out of the shadows of market-driven education policy. Championing the youth around the globe who have dared to resist the bartering of their future, he calls upon public intellectuals—as well as all people concerned about the future of democracy—to speak out and defend the university as a site of critical learning and democratic promise. “Giroux has focused his keen intellect on the hostile corporate takeover of higher education in North America . . . .He is relentless in his defense of a society that requires its citizenry to place its cultural, political, and economic institutions in context so they can be interrogated and held truly accountable. We are fortunate to have such a prolific writer and deep thinker to challenge us all.”―Karen Lewis, President, Chicago Teachers Union “No one has been better than . . . Giroux at analyzing the many ways in which neoliberalism . . . has damaged the American economy and undermined its democratic processes.”―Bob Herbert, Distinguished Senior Fellow at Demos “Giroux . . . dares us to reevaluate the significance of public pedagogy as integral to any viable notion of democratic participation and social responsibility. Anybody who is remotely interested in the plight of future generations must read this book.”―Dr. Brad Evans, Director, Histories of Violence website

This book outlines the creative responses academics are using to subvert powerful market forces that restrict university work to a neoliberal, economic focus. The second volume in a diptych of critical academic work on the changing landscape of neoliberal universities, the editors and contributors examine how academics ‘prise open the cracks’ in neoliberal logic to find space for resistance, collegiality, democracy and hope. Adopting a distinctly postcolonial positioning, the volume interrogates the link between neoliberalism and the ongoing privileging of Euro-American theorising in universities. The contributors move from accounts of unmitigated managerialism and toxic workplaces, to the need to decolonise the academy to, finally, illustrating the various creative and counter-hegemonic practices academics use to resist, subvert and reinscribe dominant neoliberal discourses. This hopeful volume will appeal to students and scholars interested in the role of universities in advancing cultural democracy, as well as university staff, academics and students.

“Brings to the new field of university ethics the case of the Catholic Colleges and Universities. . . . [A] compelling plea to make mission drive the model.” —James F. Keenan, S.J., author of University Ethics: How Colleges Can Build and Benefit from a Culture of Ethics Gerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices that hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of Catholic Social Teaching such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely affected efforts at Catholic schools to promote worker justice on campus; equitable admissions; financial aid; retention policies; diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members; just investment; and stewardship of resources and the environment. “[C]ompelling...inspirational in its call to action.---Adrianna Kezar, Wilbur Kieffer Endowed Professor and Dean's Professor of Leadership, University of Southern California, Director of the Pullias Center (pullias.usc.edu), and Director of the Delphi Project “A remarkable analysis. . . . Higher education should be most grateful for Beyer’s contribution.” —James A. Donahue, President of St. Mary’s College of California [A] pioneering, much-needed book. . . . essential reading for anyone interested in university ethics and religious higher education.” ―Anglican Theological Review “Sure to become a seminal text for future research and discussions on this topic. . . . Highly Recommended.” —Choice

This handbook provides a frame of reference for the global challenges facing higher education leadership today. Focusing on recommendations and directions for the future rather than simply a recap of measures taken during the COVID-19 pandemic, the contributors also delve into contexts such as the climate crisis, issues of diversity, equity and inclusion, digitalisation, funding and marketisation, the war in Ukraine and China-Taiwan and Hong Kong tensions. They collate a systematic, global view of higher education systems during the pandemic and beyond, and explore possibilities for the future, providing recommendations for "the new normal". With contributions from across six continents, the book will be of interest to students and scholars of higher education and governance, university leaders, government and accreditation bodies, and anyone else interested in reflecting on the past few years in higher education and the road ahead. Jürgen Rudolph is Director of Research and Learning Innovation at Kaplan Singapore. Joseph Crawford is Senior Lecturer in Management, Office of the Deputy Vice Chancellor (Education), University of Tasmania, Australia. Sam Choon Yin is Dean (Academic Partnerships), Kaplan Singapore. Shannon Tan is Research Executive at Kaplan Singapore.

This book examines some of the major higher education reforms and policy shifts globally, particularly in the light of recent shifts in quality and standards-driven education and policy research. It critiques the neo-liberal ideological imperatives of current higher education and policy reforms, and illustrates the way that changes in the relationship between the state and higher education policy affect current trends in higher education reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and higher education reforms and examine both the reasons and outcomes of higher education reforms and policy change. The book analyses and evaluates the policy shifts in methodological approaches to globalisation and higher education reforms, and their impact on education policy and pedagogy. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, comparative education research and higher education reforms.

Capturing the voices of Americans living with student debt in the United States, this collection critiques the neoliberal interest-driven, debt-based system of U.S. higher education and offers alternatives to neoliberal capitalism and the corporatized university. Grounded in an understanding of the historical and political economic context, this book offers auto-ethnographic experiences of living in debt, and analyzes alternatives to the current system. Chapter authors address real questions such as, Do collegians overestimate the economic value of going to college? and How does the monetary system that student loans are part of operate? Pinpointing how developments in the political economy are accountable for students’ university experiences, this book provides an authoritative contribution to research in the fields of educational foundations and higher education policy and finance.

The word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase “free market” gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future. The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between institutions of higher education and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery. The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on education and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside universities and colleges. Teaching faculty, research faculty, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic higher education and a more democratic society would consider this volume essential reading.

This book examines tensions and challenges in the professional lives and identities of contemporary academics. Drawing on extensive interviews conducted over seven years with academics in the United States and the United Kingdom, the authors analyze the experiences of four types of academics as they respond and adjust to the demands of neoliberalism: part-time faculty, full-time faculty, department heads and chairs, and deans. While critical of this phenomenon, University Management, the Academic Profession, and Neoliberalism also recognizes that neoliberalism cannot be driven out of academia easily or without serious consequences, such as a perilous loss of revenue and public support. Instead, it works to shed light on the complex—sometimes contradictory, sometimes complementary—relationship between market values and academic values in the roles and behaviors of faculty and administrators. In providing an unprecedented in-depth, data-based look at the management of the academic profession, the book will be of interest not only to educational researchers but also to professionals throughout higher education.