7 Matching Annotations
  1. Sep 2022
    1. AbstractHigher education lacks an intellectually coherent sociology; varied re-search on colleges and universities is dispersed widely throughout thediscipline. This review initiates a critical integration of this scholarship.We argue that sociologists have conceived of higher education systemsas sieves for sorting and stratifying populations, incubators for the de-velopment of competent social actors, temples for the legitimation ofofficial knowledge, and hubs connecting multiple institutional domains.Bringing these lines of scholarship together facilitates new theoreticalinsights and research questions.127Click here for quick links toAnnual Reviews content online,including:• Other articles in this volume• Top cited articles• Top downloaded articles• Our comprehensive searchFurtherANNUALREVIEWSAnnu. Rev. Sociol. 2008.34:127-151. Downloaded from arjournals.annualreviews.orgby University of Michigan on 06/02/10. For personal use only.

      This is where the intervention of discursive analysis in higher education becomes useful, because we can simultaneously approach the material stratification, referred to here as "the sieve" and the ideological component "the temple" which legitimates official knowledge/power, as one sort of sublated discursive formation.

  2. Aug 2022
      • When considering the work of social reproduction in the University, I suggest we focus our attention to two interrelated and crucial sites: the reproduction of the University itself, and the reproduction of the subject (the student-self).
      • Mapping social reproduction in the University uncovers the racism and patriarchy at work. As the neoliberal university seeks to market its diversity and multiculturalism, it requires those diverse bodies to do the work of reproducing the university as such.
  3. Jun 2022
    1. nd yet this labor force cannot reproduce itself, it mustbe reproduced. The university works for the day when it will be able to rid it-self, like capital in general, of the trouble of labor.

      As Moten and Harney convey poetically and simply, the barrier to an autonomous university is the inorganic work of labor reproduction--that which necessitates administrative work and its ideological state apparatus (managerial rationality). Human capital production, as noted, is thus the scheme of labor reproducing itself in contradiction. Just as capital, and the administrative apparatus seeks to "rid itself of the trouble of labor," labor in the university must wage an equally militant movement to abolish the administrative apparatus that interpolates labor as trouble.

    1. Referencing Intersections and Dialectics, McNally identifies in liberalism what he calls "social Newtonianism." In this theoretical framework, "things—be they entities, processes, or relations—can thus only be understood as utterly discrete atomic bits whose identities exclude the co-constituting effects of others," a critique which he applies doubly to liberalism and strains of intersectional theory. (McNally, 97) In a much less radical sense, we can understand social Newtonianism to be constitutive of the faux-progressivism of the neoliberal university, in which Contemporary DEI is an entrenched set of discourses. The production of social atomism amongst the working class is essential to ruling class ideology, and by extension managerial rationality. Managerial rationalities within the university are thus accepting of a watered-down form of intersectionality--one that leans into social Newtonianism and discourages class analysis. For this reason, among others, SRT provides resources to combat institutional discourse on race, gender and inequality.

    2. One understanding of social reproduction is that it isabout two separate spaces and two separate processes of production: theeconomic and the social—often understood as the workplace and home.In this understanding, the worker produces surplus value at work andhence is part of the production of the total wealth of society. At the end ofthe workday, because the worker is “free” under capitalism, capital mustrelinquish control over the process of regeneration of the worker andhence the reproduction of the workforce. The corpus of social relationsinvolving regeneration—birth, death, social communication, and soon—is most commonly referred to in scholarly as well as policy literatureas care or social care

      In the residential university, the economic and social life of the student are collapsed. In this sense, the labor of being surveilled and the production of human capital through all social processes inherent to regimes of managerial rationality, is panoptical, totalizing.

    3. The volume is premised upon the understanding that “in capitalistsocieties the majority of people subsist by combining paid employmentand unpaid domestic labor to maintain themselves . . . [hence] thisversion of social reproduction analyzes the ways in which both laborsare part of the same socio-economic process.”

      Part 2 aims to supplement the economic questions addressed in Part 1 to fully account for the vast unpaid and uncompensated labor that constitutes the labor process within the university. A proper analysis of labor in the university, and Contemporary DEI's role in facilitating it is to understand the socio-economic productive and reproductive forces that produce student, faculty and administrative subjectivity.

    4. apitalism, however, acknowledgesproductive labor for the market as the sole form of legitimate “work,”while the tremendous amount of familial as well as communitarian workthat goes on to sustain and reproduce the worker, or more specificallyher labor power, is naturalized into nonexistence.

      In the racialized and gendered capitalism that produces DEI, embodying diversity and similar forms of labor are made invisible as such.