Please address correspondence concerning this article to Henry A. Giroux, McMasterUniversity, Faculty of Humanities, Chester New Hall, Room 229, 1280 Main Street West, Hamilton,Ontario, Canada, L8S 4L9; e-mail: email@example.com.
Critical Methodologies, Volume X Number X, Month XXXX xx-xxDOI: 10.1177/1532708609341169© 2009 SAGE Publications
Democracy’s NemesisThe Rise of the Corporate University
Henry A. Giroux
This essay focuses on how higher education has been reshaped under theinfluence of a market rationality, however devalued recently, that contin-ues to license out the university as a storefront, reconfigure governanceon the model of a discredited business model, reduce faculty to contractlabor, and position students largely as customers. Against the increasingcorporatization of higher education, the essay calls for reclaiming educa-tion as crucial to the project of democratization, educating students to bewilling and able to engage the relationship between equality and socialjustice as fundamental to public life, and provide the conditions for edu-cators to connect their teaching to broader social issues.
education; market fundamentalism; pedagogy; democracy; public intellectuals
The business mind, having its own conversation and language, its own interests, itsown intimate groupings in which men of this mind, in their collective capacity, deter-mine the tone of society at large as well as the government of industrial society . . . . We now have, although without formal or legal status, a mental and moral corporate-ness for which history affords no parallel. John Dewey, 1930, p. 41
Writing in the aftermath of the rise of fascism that had engulfed Europe, tworenown philosophers, John Dewey and Hannah Arendt, shared the assumptionthat one of the most serious threats facing democracy in the 20th century was the“eclipse of the public” (see Arendt, 1968; Dewey, 1927). Arendt and Dewey believed that there was a strong correlation between the death of substantivedemocracy and the demise of those public
where individuals practiced theart of critical thinking, participated in spirited debate, exercised an engagedthoughtfulness, and learned the necessity of holding authority accountable. Bothinsisted that without such public spheres, politics loses its democratic character
doi:10.1177/1532708609341169Cultural Studies <=> Critical Methodologies OnlineFirst, published on August 17, 2009 as