Through in-depth interviews with 22 university and college faculty who taught during COVID in 2020, this study examines symbolic violence and symbolic nonviolence in higher education using the post-qualitative method, thinking with theory. The concept of symbolic nonviolence, the intentional and systemic practice of recognizing and absorbing symbolic violence to transform the habitus, resulted from this study. During an inequitable pandemic which caused low grades, plagiarism, and exiting, faculty practiced three types of symbolic nonviolence: non-academic support, academic adjustment, and disciplinary superpowers, which increased communication and social support for students, provided services that institutions were unable to provide, remediated students academically, adjusted academic expectations to be more suitable to pandemic learning, and taught students how to transform the world using tools unique to their disciplines. Symbolic nonviolence practices have the potential to transform the reproduction of exclusionary practices in the institution of higher education, improving academic success and social mobility.
Managerialism in higher education is often a reaction that presidents and boards employ when trying to show they are tackling obvious problems. Hiring “Chief Diversity Offices” reflects this trend and reveals the difficulty of administrators and faculty in seeing past the hierarchy of colonialism and addressing the mandate for authentic inclusion by returning to a pre-colonial mindset via critical, counter-hegemonic education and worldview reflection.
Critical Pedagogy (CP) has been carried out in many contexts, and reports of its success in language teaching in various countries have increasingly appeared (Bennet 2018; West 2014). However, South Korea (henceforth Korea) is not well-known for critical inquiry in language education, especially in private language institutions, so-called hagwǒn. The Korean language education system still widely accepts the grammar-translation methodology and problem-solving techniques to prepare students for standardized tests, even though this system is considered a form of oppression by English learners (J. Park 2011). This might be thought as particularly the case in neoliberal spaces — not ideal for CP. Nevertheless, this study explores the possibility of adopting a CP framework in one such space, a Korean private language school. I investigate participants’ awareness of a Korean labor issue, their metaphorical language use for indicating power relations, and their recognition of the relationship between English and power. Through analyzing the participants’ critical dialogue using the framework of Critical Discourse Analysis, I conclude that students’ engagement with critical dialogue, an essential component of CP, is feasible. Thus, CP is applicable even in a neoliberal space such as a hagwǒn.
This research seeks to analyze the logic of Brazilian academic capitalism that conditions a process of commodification of the production of knowledge, as well as the prioritization of the supply of training courses for professionals. This process is characterized as raw material knowledge contributing to the creation of a kind of World Class University. Concerning the methodological procedures of the research, it was decided to develop a bibliographic and documentary research based on critical-dialectic epistemology. Content analysis was used in the treatment of data. It is considered that, despite policy development for the entrepreneurship of higher education through public-private partnerships that subsidize the expansion of the private-mercantile sector of higher education through its financialization, the adaptation to the standard of the New American University is carried out from the movement to commercialize scientific production and private investments in the public sector, as well as prioritizing the offer of technological courses and bachelor's degrees to the detriment of undergraduate degrees, in addition to the incorporation of technological innovations resulting from the pandemic crisis, thus tending toward the constitution of the World Class University.
Fake news, while problematic in its own way, is not an anomaly and though intimately connected to the Trump administration, did not begin, nor end, with his administration. Fake news is part of a larger environment of racism in the structure of the news, where stories of People of Color are often skewed in a negative way, positive contributions from People of Color are ignored, and where journalists of color may be sidelined. However, there is a dearth of news literacy curricula that centralizes the stories of People of Color. This is particularly problematic given the ways in which news perpetuates racism. This study utilizes critical media literacy coupled with critical race theory to develop culturally responsive news literacy curricula that centralizes stories about bodies of color as a way to make more comprehensive sense of our news and information media.