Monthly Archives: January 2019

The University of Chicago Press to participate in Andrew W. Mellon Foundation–supported diversity program

January 24, 2019
By
The University of Chicago Press to participate in Andrew W. Mellon Foundation–supported diversity program

The University of Chicago Press is proud to announce that it will participate in a program supported by the Andrew W. Mellon Foundation designed to diversify academic publishing by offering apprenticeships in acquisitions departments. A four-year, $1,205,000 grant from the Andrew W. Mellon Foundation will provide for three annual cycles of editorial fellows at six university presses: the University of Chicago Press, the MIT Press, Cornell University Press, the Ohio State University Press, University of Washington Press, and Northwestern University Press. This new grant builds on the success of the initial 2016 grant from the Andrew W. Mellon Foundation, which funded the first cross-press initiative of its kind in the United States to address the marked lack of diversity in the academic publishing industry. Graduates of the first fellowship program hold professional positions at university presses across the country, including at Columbia University Press, the MIT Press, University of Virginia Press, the Ohio State University Press, and the University of Washington Press. Additionally, for the four participating presses, the initial grant expanded applicant pools, improved outreach to underrepresented communities, created more equitable preliminary screening practices in hiring, and enabled dedicated attention to diversity, equity, and inclusion overall. The 2016 grant . . .

Read more »

Is this really higher education’s golden age—or is it just a gold-plated age?

January 18, 2019
By
Is this really higher education’s golden age—or is it just a gold-plated age?

Last week, the Chronicle of Higher Education featured a piece by Steven Brint arguing that we are in a golden age for higher education. Herb Childress, the author of our forthcoming book The Adjunct Underclass: How America’s Colleges Betrayed Their Faculty, Their Students, and Their Mission, respectfully disagrees. We invited him to lay out his differences with Brint in the essay below.    A particularly vexing form of disagreement arises when multiple observers see the same phenomena, but their vantage points lead them to describe them differently from each other.  This is the position I find myself in after reading Steven Brint’s nicely researched, factually accurate article “Is This Higher Education’s Golden Age?” (Chronicle Review, January 11, 2019). I take no issue at all with what he says, but the things he sees aren’t the same thing I see, because we’re standing in different places. In overview, Brint’s article makes three basic claims. First, the enterprise of higher education is larger than it has ever been, when measured across a broad array of financial and participatory indices. Second, the rapidly increasing cost of the product hasn’t kept an increasing proportion of Americans from buying it (and in the case of graduate degrees, . . .

Read more »

5 Questions for Alexander L. Fattal, author of ‘Guerrilla Marketing’

January 15, 2019
By
5 Questions for Alexander L. Fattal, author of ‘Guerrilla Marketing’

In his new book—Guerrilla Marketing: Counterinsurgency and Capitalism in Colombia—Alexander L. Fattal takes a detailed look at the Colombian government’s efforts to transform Marxist guerrilla fighters in the FARC into consumer citizens. In doing so, he illuminates a larger phenomenon: the convergence of marketing and militarism in the twenty-first century. A recent New Yorker review called Guerrilla Marketing “A sobering book on how armies burnish their brands. . . a detailed, eye-opening investigation.” We sent Fattal a few questions to learn more about his research for the book, his recent reads, and his motivations to delve into this topic. What’s the best book you’ve read lately? The best, hmm, I’ll pick two Chicago titles. Not because this is the UCP blog, really. W. J. T. Mitchell’s Cloning Terror: The War of Images, 9/11 to the Present and Susie Linfield’s The Cruel Radiance: Photography and Political Violence. Clearly I have a thing for smart, reasonably polemical books about the representation of political conflict. How did you wind up in this academic field, and what do you love about it? I became an anthropologist because I loved fieldwork. It’s trite but true. What I love about academia is the relative autonomy. Right now I’m finishing . . .

Read more »

We’re doing it all wrong. (When it comes to teaching history, that is.)

January 10, 2019
By
We’re doing it all wrong. (When it comes to teaching history, that is.)

“Back in my day, teenagers and college students knew stuff. Now they just look things up on their phones.” Well . . . maybe? As Sam Wineburg has learned through extensive study of how we teach history and whether it works, we’ve always been bad at teaching history. And there really wasn’t ever a “golden age of fact retention.” So maybe we should just give up on drilling facts into kids and let their surfing fingers lead them to the knowledge they need, when they need it? Well, that’s a problem, too, Wineburg shows in his book Why Learn History (When It’s Already on Your Phone). The solution to our historically ineffective methods of teaching history (rote memorization among them) isn’t to stop teaching history: it’s to teach it better, using the knowledge we’ve gained through studies of what actually works. And a big part of that is figuring out how to give students the knowledge and critical thinking skills they’ll need to navigate a world of often suspect online information. Only by combining the two–giving students a sense of what history is and why it matters while also showing them how to use online news and sources with an effective amount . . .

Read more »

Search for books and authors