Waking Yourself Up: The Liberatory Potential of Critical University Studies

Mikaila Mariel Lemonik Arthur, Scott Leo Renshaw

Abstract


Critical university studies courses can provide students with a context in which to learn not only about the concealed workings and hidden curriculum of the university, but more than that a liberatory space in which to find voice in shaping their own futures. This paper explores the liberatory potential of critical university studies through a conversation between a faculty member who designed and taught an interdisciplinary general education course on higher education and a student who was enrolled in the course the first time it was offered. The conversation explores the course’s pedagogy as both professor and student contemplate the ways in which contemporary higher education may limit the horizons of first-generation students and the ways in which critical university studies can open up possibilities and provide students with a sense of self-efficacy.


Full Text:

PDF

References


Armstrong, Elizabeth A., and Laura T. Hamilton. 2013. Paying for the Party: How College Maintains Inequality. Cambridge, MA: Harvard University Press.

Arthur, Mikaila Mariel Lemonik. 2010. “The Spectre of Class: Educating and Advising for Self-Efficacy.” Issues in Teaching and Learning 6. Website accessed 08/02/2016, (https://www.ric.edu/itl/volume_06_arthur.php).

Arum, Richard, and Josipa Roksa. 2014. Aspiring Adults Adrift: Tentative Transitions of College Graduates. Chicago: University of Chicago Press.

Burke, Kenneth. 1984. Permanence and Change: An Anatomy of Purpose. Berkeley: University of California Press.

Chambliss, Daniel F., and Christopher G. Takacs. 2014. How College Works. Cambridge, MA: Harvard University Press.

Rhode Island College Office of Institutional Research and Planning. 2015. “Fact Book 2014-2015.” Rhode Island College. Website accessed 8/2/2016, (http://www.ric.edu/oirp/factBook.php).

Cook, Bryan, and Natalie Pullaro. 2010. “College Graduation Rates: Behind the Numbers.” American Council on Education Center for Policy Analysis, Washington, D.C. Website accessed 06/03/2016, (https://www.acenet.edu/news-room/Documents/College-Graduation-Rates-Behind-the-Numbers.pdf).

Ehrenberg, Ronald G. 2000. Tuition Rising: Why College Costs So Much. Cambridge, MA: Harvard University Press.

Hout, Michael. 2012. “Social and Economic Returns to College Education in the United States.” Annual Review of Sociology 38:379-400. Website accessed 11/13/2016, (https://www.collegetransitions.com/wp-content/uploads/2014/05/hout-returns-to-college-education.pdf).

Humphreys, Debra, and Patrick Kelly. 2014. “How Liberal Arts and Sciences Majors Fare in Employment: A Report on Earnings and Long-Term Career Paths.” Association of American Colleges & Universities, Washington, D.C. Website accessed 11/13/2016, (http://www.augusta.edu/provost/documents/38-how_liberal_arts_and_science_majors_fare_in_employment.pdf).

Rivera, Lauren A. 2015. Pedigree: How Elite Students Get Elite Jobs. Princeton, NJ: Princeton University Press.

Stevens, Mitchell L. 2009. Creating a Class: College Admissions and the Education of Elites. Cambridge, MA: Harvard University Press.

Tuchman, Gaye. 2009. Wannabe U: Inside the Corporate University. Chicago: University of Chicago Press.

Williams, Jeffrey J. 2012. "Deconstructing Academe: The Birth of Critical University Studies." The Chronicle Review. Website accessed 04/21/2017,

(http://www.chronicle.com/article/An-Emerging-Field-Deconstructs/130791).

Youngman, Clayton. 2015. “Marco Rubio said Wrongly that Welders Make More Money than Philosophers.” Politifact. Website accessed 12/28/2015, (http://www.politifact.com/truth-o-meter/statements/2015/nov/11/marco-rubio/marco-rubio-welders-more-money-philosophers/).




DOI: https://doi.org/10.5195/rt.2017.353

Refbacks

  • There are currently no refbacks.




Copyright (c) 2017 Mikaila Mariel Lemonik Arthur, Scott Leo Renshaw

License URL: https://creativecommons.org/licenses/by-nc-nd/3.0/us/

 

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.

This journal is published by the University Library System of the University of Pittsburgh as part of its D-Scribe Digital Publishing Program and is cosponsored by the University of Pittsburgh Press.


ISSN 1941-0832 (online)