History Commons^™

Radical Academia: Beyond The Audit Culture Treadmill, Rowan Cahill, Terry Irving

Rowan Cahill

The pathos of radical academia: notes on the impact of neo-liberalism on the universities, especially the audit culture, the production-model, casualization, academic scholarship, academic writing, peer reviewing, and open access. The authors suggest ways scholars can be radical within, and outside, of neoliberal academia. Part I, 'Missing in Action' appeared as an Academia.edu session in May 2015, where it attracted many comments. Part II, 'What Can Be Done?' is the authors' response to these comments. The whole piece was posted on the Cahill/Irving blog 'Radical Sydney/Radical History' on 22 October 2015.

Making Histories: Developing An Oral History Of All In Australia, Alisa Percy, Bronwyn James, Tim Beaumont, Reem Al-Mahmood

Alisa Percy, PhD

How might our present understandings of our professional identities, our struggles, our achievements and our capacities for agency be better understood through the memories and accounts of those who championed our emergence? What might oral accounts of the emergence of our field offer beyond what can be gathered from its existing literature? Indeed, why look at the history of a professional field at all?

This session approaches such questions by reporting on oral accounts of the emergence and evolution of ALL in Australia. As we note some of the insights and lived experiences of those engaged in the formative years …

Marshall University Chronology, Lisle G. Brown, Cora P. Teel

Cora P. Teel

A year-by-year listing of selected important events, from the founding of Marshall University in 1837 to the present. This was developed as part of the University's 175th anniversary.

Vincentian Archival Records On The University Of Dallas, John E. Rybolt

John E Rybolt

Archival materials to support study of the first University of Dallas, staffed by the Congregation of the Mission (Vincentians), 1907-1929.

Reinventing Leaders For A New Era In Education Management, Michael C. Johanek, James Lytle

Michael C Johanek

No abstract provided.

University Of South Florida: The First Fifty Years, 1956-2006, Mark I. Greenberg

Mark I. Greenberg

No abstract provided.

Continuing The Mission Of St. Vincent De Paul: Insights On Vincentian Leadership Practices At Depaul University, Marco Tavanti

Marco Tavanti

The mission of St. Vincent de Paul was one that was absolutely clear and absolutely simple. His mission was to serve. His mission was to provide service that empowered. His mission was to provide service that liberated. That service was provided to human beings, to people whom he recognized as being his brothers and sisters. He also provided to communities because communities are made up of human beings and you can’t liberate human beings, you can’t empower human beings, without empowering and liberating the communities they are a part of. And so DePaul University continues that mission of service, that …

Black, Mulatto And Light Skin: Reinterpreting Race, Ethnicity And Class In Caribbean Diasporic Communities, Marc E. Prou

Marc E. Prou

In recent years, Caribbeanists of different academic specialization and intellectual orientation have demonstrated a renewed interest in the unholy trinity of race, class and ethnic matters. the renewed interest has reflected a continued, but rather an unsystematic attempt to account for the social characteristics of race, ethnicity, gender and class among Caribbean people, both at home and abroad. The current ethnic power relationships manisfested by the unequal distribution of wealth in Caribbean diasporic communities is the direct result of colonialist influence on race through exploitative practices of the plantocracy and selective immigration to create a Caribbean middle class.

Faculty Diversity, Kyle Scafide, Barbara Johnson

Kyle Scafide

This article presents a broad view of issues related to faculty diversity. Headings include Demographics, The Growth of Faculty Diversity as an Ideal, and Barriers in the Academic Workplace. Race, ethnicity, and gender are the most common characteristics that institutions observe in order to measure faculty diversity. An even broader approach to faculty diversity involves age, socioeconomic background, national origin, sexual orientation, and diverse learning styles and opinions. Until the latter part of the twentieth century, the professoriate in the western world was composed almost exclusively of privileged, heterosexual males of Caucasian descent. Higher education institutions are generally concerned with …