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Evaluating Global Education at a Regional University: A Focus Group Research on Faculty Perspectives Chin Hu1, Hooshang Pazaki2, and Erica Velander3 The main focus of this study is to assess students’ level of global competency at a state university in the Northeast region of the United States. The three dimensions of global competency: global awareness, global citizenship and global competitiveness / cooperation are the main focus of this research. Based on a “snowball sampling method”, a total of twelve faculty members who are full time professors at the university were selected and invited to participate in a focus group research to assess students’ knowledge and skills in regards to global competency. The findings of this study suggest that many students do not possess sufficient information and knowledge related to the three dimensions of global competency. Faculty expressed concerns that students lack curiosity and motivation to explore global issues. The study discusses various cultural and institutional barriers that have thought to contribute to the insufficient level of global competency among students. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: email@example.com Website: http://www.transformativestudies.org ©2014 by The Transformative Studies Institute. All rights reserved.] KEYWORDS: Global Literacy, Global Awareness, Higher Education, Cultural Capital.
Chin Hu, Ph.D., is Associate Professor of Sociology, Department of Sociology, Social Work & Criminal Justice, East Stroudsburg University. Hu’s teaching and research interests are in areas of globalization, comparison of societies, Chinese societies, and immigration studies. Address correspondence to: Chin Hu, 200 Prospect Street, East Stroudsburg, PA 18301; e-mail: firstname.lastname@example.org. 2 S. Hooshang Pazaki, Ph.D., is Professor of Sociology, Department of Sociology, Social Work & Criminal Justice, East Stroudsburg University. Pazaki’s teaching and research interests are in areas of cultural diversity, Muslim societies, and immigration studies. 3 Erica Velander, graduate student, Department of History, East Stroudsburg University. 1937-0229 ©2014 Transformative Studies Institute 65
Hooshang Pazaki. faculty members have firsthand knowledge about their students. expanding global trade. and the intellect to create possibilities to address them…[it] also includes fostering an attitude that makes it possible to interact peacefully. Reimer. we believe that college professors are in a unique position to evaluate the level of global cultural awareness and knowledge among college students. they will be able to 66 . (2) Global citizenship: understanding of responsible citizenship and the action one takes to meet the challenges in global community and (3) Global competitiveness and cooperation: professional knowledge and training to compete and work with other nationalities in the global work force. based on their experiences of teaching various disciplinary and general educations courses. The three elements of global competency under discussion are (1) Global awareness: knowledge of global affairs and the ability to discuss and reflect on issues in today’s global context. With the advancement of communication technology. Additionally. and productively with fellow human beings from diverse geographies (25). regional university. respectfully.Chin Hu. According to Reimer (2009). faculty members possess broad perspectives on global issues and current affairs and have expertise in discipline specific knowledge. the skills to integrate across disciplinary domains to comprehend global affairs and events. global competency refers to “the knowledge and skills that help people understand the flat world in which they live. 2009). Because of their regular classroom involvement and contact. Therefore. This study assesses students’ level of global competency in the setting of a publicly funded. 2011. Although a significant amount of literature on global education based their analysis on the student body. 2011.” Skills and knowledge such as foreign languages and the ability to understand and critically reflect on global issues are of essence in today’s global education. mainly through the use of surveys. it is imperative to prepare college students to become globally competent in an ever-complex global environment. Haring-Smith. The researchers invited college professors to assess and discuss the level of global awareness and knowledge among college students. and Erica Velander INTRODUCTION It is a widely held consensus among leaders in higher education institutions and policy decision makers that global education is a necessity for college students today (Hovland & Schneider. This study reflects on the question of whether or not college students today are effectively prepared to become globally competent citizens. and intensified global conflicts and social change.
We focus on three aspects of barriers: cultural capital. particularly the electronic media. American society’s economic transformation during post WWI and WWII required professional training and expertise for the trained employees and technicians. and for the most part still does. such as the homogenization of the cultural practices and the emphasis on popular culture in American society in the 1950s and the following decades. degrees. 2007. The professionalization of education also began to provide new opportunities for young people to pursue their “middle class dreams. We asked college professors. they can also provide directions and suggestions to enhance global cultural literacy education.Theory in Action discuss “expectations” of global knowledge for undergraduate students in general and academic disciplines specifically. and the institution of education needed to make adjustments and innovations to fulfill these needs (Frank and Meyer. Coupled with the economic changes were significant cultural changes. Faculty members can also identify and critically reflect on issues in academic curriculum and university resources. an avenue of job opportunities. media influence. Cultural and Institutional Underpinnings of Global Education The acquisition of global awareness and knowledge is greatly affected by the culture of higher education practices.S. divisions and departments. and expanded engineering fields emerged in response to these needs. University / college education was perceived as vocational training. new professional fields such as business management. played a 67 . Are college graduates equipped with sufficient knowledge and skills to compete and work with other internationals? If not. although many young workers were able to make a relatively decent living in the manufacturing sector of the American economy until the 1970s. For most young middle class families higher education meant. accounting.” Universities and colleges across the U.) As it is evidenced historically. based on their years of experiences working with undergraduate students. what factors contribute to the lack of global awareness and knowledge among college students? The current paper will specifically explore cultural barriers that hinder global cultural acquisition. developed new professional programs. and institutional culture. to evaluate whether or not college graduates possess sufficient understanding and awareness of global issues to enable them to think critically of the world they live in and to empower them to become active citizens in the global society. The mass media.
is used to select faculty participants who are full time professors at a four-year. 2011. regional university in the Northeast region of United States. economic and cultural complexities of the world. were more real than their everyday life realities. and the promised rewards. Ideas of teaching and mentorship have shifted toward training. “If our contemporary discussion of education is to have meaning. RESEARCH METHODS The research adopts a focus group approach in which unstructured interviews and guided conversations are based on a set of standardized open-ended questions (Chamblis & Schutt. we must view education as a public good and not as a consumer good. it is a lifelong goal to send their children to college to become well prepared to secure a good career (Muller & Pazaki. Education became a guarantee for achieving such middle class desires. A 68 . Snowball sampling. For many young people. Public education has become more of a commodity than a public service. Colleges and universities participate in the economy and function as financial enterprises. 2012. As an institution. and Erica Velander significant role in the homogenization of American cultural practices. publicly funded. The desire to acquire the same material products and experiences became the main incentive of their lives.Chin Hu.) In response to these economic and cultural trends colleges and universities have become more integrated in the economic domain of society than in earlier decades. 2010). it increasingly presents itself as a service provider promising a value-product to its paying clients. the images of a middle class life. It seems that higher education in contemporary American society sends out contradictory messages. and learning has shifted toward acquiring skills needed to function in an occupation. For a society to achieve a meaningful democratic path. faces the necessity of embracing a global awareness curriculum.)” Considering the forces of globalization and increasing political. Hooshang Pazaki. which selects participants based on personal references and existing social networks. as a qualitative method. 2002: 363. Focus group research. The student body of the university can be described as predominantly Caucasian. higher education. For many middle class families. enables participants to elaborate and engage in dialogues with one another in aspects relating to global cultural literacy. but as a socialization agent. it must move beyond assumptions about national boundaries and goals internal to national agendas (Torres. it wants to educate those clients to take responsibility for their own learning.
the participants learned about the study. The researchers were able to engage discussants often in lively and heated discussions yet maintaining the focus and structure of the conversation. Sample characteristics Characteristics Discipline Arts and Letters Social Sciences Sciences Business Education Background International Native/American Sex Male Female f 5 3 1 1 2 6 6 7 5 69 . Business and Education. Thus. Table 1. These faculty members represent Arts and Letters. Each focus group discussion included about three professors. Social Sciences. Additionally. assured confidentiality. A total of twelve faculty members participated in the focus group discussion conducted in Spring 2012. its objectives and the nature of their participation. Sciences. The participants were notified that the focus group interview / discussion was being tape-recorded with a digital recorder. the session began with directed conversations based on a set of general. and the researchers analyzed the transcripts to generalize the main themes discussed in the focus group sessions. the researchers have strived to obtain a diverse sample with faculty from various colleges and disciplines. After agreeing to participate. signed by the participants. The consent form.Theory in Action significant number of students are first-generation. open-ended questions related to the main topic of the study. Each focus group session lasted for about 1 hour. half of the focus group participants are international faculty members. The discussions were then transcribed. the researchers provided information about the study and the consent form to the faculty volunteers. as well as faculty with an international background. coming from rural communities and small towns. Although the study does not intend to make references to the population. After collecting the signed consent forms.
students do not know the geographic location of the countries involved. “This generation is being described as ‘low information voters’ because of their lack of perspectives on issues. In addition. She asserted that language couldn’t be separated from its historical.S. Cultural capital refers to the “symbolic and interactional resources that people use to their advantage in various 70 . Professors indicated that students’ lack of interest in learning about global issues and affairs concerned them the most. cultural and political processes.Chin Hu. Students in general do not follow current events and news on global issues and affairs. we examine several cultural forces in society and higher education: cultural capital. and other countries. Hooshang Pazaki. Another professor commented that some students have shown hostility and resistance toward learning cultural and historical issues while taking a language course with her. Cultural Capital From a sociological point of view. they also show no curiosity in learning the roots and the context of this discord and understanding why some Palestinians chose to engage in terrorist acts. individual’s experiences are deeply rooted in his/her social positions. including socioeconomic background and cultural upbringings. For example. and Erica Velander DATA ANALYSIS Every single professor in the focus group commented that students lack basic knowledge of global issues and processes. and (higher education) institutional culture. while the U.S. cultural. they do not read (enough) national/international credited news outlets such as the New York Times or The Washington Post. media influence. mainly America’s hegemonic status in the world and the cultural emphasis on utilitarianism / pragmatism. students fail to demonstrate a broad and in-depth understanding of global issues. and social contexts.” commented a professor. These variables are interrelated and embedded in larger historical. To explain students’ lack of interests and ability to engage in global knowledge acquisition and to develop global competency. It is important for students to develop historical and cultural sensitivity and understand why they should care about global societies. is involved in two wars. cannot make the connections between these countries and do not fully understand the implication of the wars on the U. One faculty member citing the example of students’ lack of knowledge regarding the Israel-Palestine conflict stated that not only many students are unfamiliar with the different perspectives in the conflict. social.
an attitude toward literacy scale. ability to speak a second language. and values in the home or school environment. 2011: 496. attitudes. It includes not only physical resources (skills. language skills. and an openness to diversity scale.). The authors hypothesized that social and cultural capital. in Conley. but also one’s overall ability and confidence in conducting oneself and dealing with others in various settings (Conley. interests in global cultures. other forms of social and cultural capital also set parameters for students’ decisions. credentials. the study found that students from a lower socioeconomic background with a low level of pre-college social and cultural capital. derived largely from their parents’ class status (123)” based on Bourdieu’s work. Some measures of cultural capital include student’s work and travel experiences. level of global awareness. The measures however do not properly distinguish between the concepts of social capital and cultural capital. Salisbury. school or community to cultivate an individual’s global cultural orientations and interests in his/her upbringing. Although socioeconomic status clearly influences the intent to study abroad.. 2009). 2011). (2009) suggested that a complex interplay between factors influences the predisposition of undergraduate students to study abroad. and the ability for one to maneuver in a different cultural setting. even when provided with full financial assistance to do so. (2009) described cultural capital as “an individual’s cultural knowledge. “[I]nitiatives to increase study abroad participation should broaden their focus beyond 4 Salisbury et al.4 The author concluded. student’s educational aspiration of obtaining a post baccalaureate degree. travel experiences. we consider cultural capital as resources in a family. Based on a large set of data of over 4000 undergraduate students in 19 higher education institutions. et al. educational credentials and school-related information. Studies show that students gain global competency in areas of foreign language acquisition. Few empirical studies test the relationship between cultural capital and global orientations and interests. The study affirms the benefits of studying abroad which have long been established in the literature. etc. were less likely to study abroad. interests in gaining other cultural knowledge and parent’s educational background. a high school involvement scale.. language skills.e. one’s beliefs. 71 . et al.) In the context of this research.Theory in Action situations” (Bourdieu. and personal growth (see literature review in Salisbury. cross-cultural communication. One recent study explored students’ decision to study abroad. have an impact on perceived educational importance of study abroad. i. awareness. The concept was measured by parent’s postsecondary educational attainment. The same result was found among students from higher socioeconomic backgrounds but with a low level of social and cultural capital.
motivation or desire to study abroad in the general student body. The cultural resources of these communities tend to be predominately homogenous (Caucasian. and Erica Velander efforts to simply alleviate direct costs. He claimed that a major barrier for students going abroad from English speaking countries is their inability to speak a foreign language. Factors such as the belief that English is the dominant language in the international society have influenced students’ attitudes toward second language acquisition. or even an option in their study plan. as one faculty participant who regularly conducts a study abroad program argued. In addition to living in an area that lacks 72 .)” Other studies have also investigated the factors that play a role in why students study abroad. the United States.. Even when the select few show interest and curiosity. from business to the media. However.Chin Hu. One indication stems from the socio-geographic background of students at the attending university. they are not likely to ever investigate whether financial assistance exists (Salisbury. This study also found evidence supporting the link between cultural capital and global competency in general and study abroad specifically.. et al. A professor commented that the lack of knowledge and motivation of learning global knowledge stems from the prevalence of a “parochial culture. The reasons might lie deeper than the practical consideration of study abroad.” a culture that is rooted in the rural communities where a large number of students come from.e. Canada. With English being the primary language in many contexts. many students simply do not consider study abroad as a priority. Hooshang Pazaki. According to Doyle et al. Financial strain is certainly a critical factor in students’ decision to study abroad given the financial background of students at the publicly supported institution under investigation. 138. rural. they tend not to act proactively to realize the study abroad plan. Many that do choose to study abroad in another English speaking country because they feel it would be too difficult to try to study in another language. despite the general support from the university (i. lacking diversity and cross-cultural presence) and locally oriented. Other professors also observed that there is a lack of interest. (2010) financial constraints and socioeconomic background were not the only key factors associated with New Zealand students’ decisions to study abroad. travel and living cost coverage and scholarship opportunities). According to Doyle only 1-3% of students in New Zealand. If students don’t intend to study abroad. the United Kingdom and Australia go abroad during their undergraduate degree programs. students from English speaking countries often believe there is no need to learn a foreign language.
This additional lack of cultural capital may play a part in their decision to study abroad. whether it is through conventional media outlets such as TV and radio. According to Stroud (2010). Stroud found that students whose homes were one hundred miles or less from their University were less likely to study abroad. the immersion of oneself into the diverse culture of the domestic environment is critical. Media content as well as platforms will certainly shape student’s perspectives and attitudes toward global events. On the other hand. Another professor observed that even among students. the “indifference” that is also observed in this study can be explained by students’ home environments (lack of cultural capital and with less generous financial means). there seems to be a mental division between students from the local/rural communities and large cities/metropolitan areas. To some extent.Theory in Action diversity. many students’ homes are not far from the university and many commute to the college campus. some local/rural students embrace a “self-hate manner” that they are just from small towns in rural communities. Media and Social Media Students have an abundance of information available at their fingertips. Surridge (2000) cites “multicultural indifference” as a major inhibitor of students’ decision to study abroad. Stroud also found that students who were residing at home with family members instead of on campus with students or in off-campus housing were less likely to study abroad. Students who lack access to cultural capital may not appreciate the significance of study abroad experiences specifically and global understanding in general. many local/rural students have never traveled there. blogs and social media. let alone traveled overseas. the geographic distance from a student’s home to their college has a significant effect on their decision of whether or not they choose to study abroad. or new communication technology such as web pages. It is observed that students from large cities/metropolitan areas seem to be more open toward study abroad or other global education opportunities because of their comfort level with diversity and metropolitan culture. It is not surprising that despite the university’s close proximity to major metropolitan areas that offer plenty of cultural and multicultural events. From the point of view of cultural acquisition. He claims that their disinterest in learning about other cultures or living in them is the major factor in their decision-making. We question whether media in general and social media specifically serve as efficient tools to acquire global knowledge. 73 .
As a consequence. which he defines as. Hooshang Pazaki. Jenkins (2009) argues that students do not gain the skills necessary to take advantage of the potential benefits of media education without educational intervention. There seems to be little desire to seek alternative perspectives specifically from non-American media outlets. posting videos. He claims that new media literacy skills.5 Comparatively. the Obama care in the Supreme Court or the Presidential election. According to Herman (1997). All faculty members in this study asserted that most students lack curiosity to explore global issues and do not possess sufficient information and knowledge on global current affairs. students consent to media without confirming information or seeking out different cultural explanations presented in alternative media outlets. 74 . and Erica Velander Students have the opportunity to be a part of a participatory culture through the use of various media outlets such as. discerning and respecting multiple perspectives. for example. and grasping and following alternative norms (xiv). Due to the market domination of the media in the United States the viewpoints provided in traditional news outlets often do not provide the full context of an event. college students in other societies are 5 A similar observation can be found in Lutz (2010). Faculty members contended that this problem is deeply rooted in the micro culture that students live in.Chin Hu. One aspect in the micro culture is a limited (predominately American) cultural perspective. The potential benefits of being part of a participatory culture are numerous.” Many students do not seem to have the skills or interest to seek out alternative perspectives of different global events even though they have the information available to them. and much more. “a set of cultural competencies and social skills that young people need in the new media landscape (xiv)” are necessary and must be learned. students assume that all cultures in the Middle East are homogenous and all Muslim women are oppressed. participating in discussions on Facebook. commercial broadcasting brings a decline in variety of viewpoints and increased protections of establishment interests. In fact. One example is the cultural bias against Muslim women. writing blogs. Although there are potential benefits. student’s viewpoints on global issues and affairs are heavily shaped by American media. According to a faculty member. not even BBC. particularly in the ability of students to gain a greater sense of global citizenship. One of these primary skills he has entitled “negotiation” which involves “the ability to travel across diverse communities. many students are not even concerned with what is happening in domestic politics. When accessing media information.
Faculty members from across disciplines argued that students are not benefiting from social media in the aspect of acquiring global knowledge. as well as online news. to meet the “bottom line”. rather than expanding cross-cultural perspectives. music and celebrities in a local/national context. especially students in sports related disciplines/programs. many publicly funded colleges and universities are expanding class sizes. However. institutions of higher education are increasingly adapting to a for-profit.) and have solid knowledge of international teams and players. Institutional Culture In our current economy. as in training graduates to enter 75 . there is a major emphasis on the practical orientation of college education. According to Wihelm (2011). and withdrawing or decreasing funding for programs and activities that are considered not profitable. student’s connection reinforces a rather narrow focus in life. reducing course offerings. International programs are no exception. Rhoads (2011) argues. The only exception stated by faculty members is in the area of sports. Another aspect of media culture is derived from the use of new communication technology and social media. eliminating some faculty positions. Supposedly social media such as Facebook should create a platform that helps connect people and provides opportunities for sharing important information. news sites can easily be incorporated into Facebook and can draw a discussion with others. For example. and are more open to other cultural perspectives. As a result. These popular culture contents consume student’s time and energy. Student’s major interests lie in films. business model. federal government funding for foreign language and international academic programs within the Education department became a target for a proposed $50 million budget cut in 2011. whereas there is a major emphasis on the practical orientation of college education. Students. This is an indication that global education is not considered a high priority. Given this context. show great interests in international sports events (soccer. often through news outlets and websites such as ESPN. major American news outlets on television. universities increasingly are called upon to pay greater attention to the economic. etc. Nearly all faculty members in this research observed that these new media forms reinforce a local/national focus.Theory in Action expected to be able to read journal articles in English or other languages. Olympic games. Nationally. often substitute entertainment instead of public service. based on the observation of many international faculty members in this study. “Unfortunately.
global citizenship. Colleges and universities can benefit financially by building global education programs. and Erica Velander the work force. Reimer. 2011. Yet even for students who are willing to take the course. 2009). global competitiveness and cooperation. partaking in study abroad programs. social and cultural implications. discussions are dominated by a discourse of personal gain. framed to a great extent by ‘market driven notions of individualism. Faculty participants commented on the significance of cultivating student’s interests in global issues and affairs through taking courses incorporating global perspectives. as well as helping students consider the global work force and envision themselves working in a different country. The review of previous studies related to this topic and the faculty participants’ disciplinary expertise attest to the importance of global education. 2011. while they often neglect the political and social dimensions of everyday life (29). and consumption (38). and creating a learning environment for global cultural learning.” As a result. it was observed that some students are reluctant to take a second language course unless it is required by an academic program. a professor suggested that perhaps the best way to promote global education is to tie international programs with job creation.Chin Hu. competition. 76 . For instance. CONCLUSION Focus group research involving faculty from various disciplines reveals students’ lack of competency in relation to global awareness. Some faculty worried that the institutional culture has overly promoted a utilitarian view of knowledge. Considering the rapid pace of globalization and its economic. Hooshang Pazaki. including second language courses and study abroad programs.” This concern is shared among faculty members in this study in that universities are expected to prepare students primarily for jobs and in this effort they have often become heavily vocationalized. They must be able to apply their education and learned knowledge to understand the interconnectedness of various global forces and the impact on their own lives (Hovland & Schneider. it seems imperative for American students to become globally competent. utilizing media and social media to promote global awareness. both at the intellectual and pragmatic levels. “Instead of speaking of the ways in which universities might foster critical citizens capable of engaging in meaningful social praxis. Haring-Smith. they are doing so for utilitarian purposes – to give them an edge to find a job. Intriguingly. political. Four-year universities should commit to providing students with holistic experiences and a well-rounded education.
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251 Pages. 2012. 187 Pages. 294 Pages. ISBN: 978-1845403508 (Paperback). Encounter Books.99. $25. and the Atom Bomb in Postwar America. Timothy McGettigan 94 Book Review: Mick Hume. There Is No Such Thing as a Free Press…and We Need One More Than Ever. ISBN: 978-1594036354 (Hardcover). 2013. Pedagogy. Dominic Standish Journal of the Transformative Studies Institute . Reckoning Day: Race. and Genocide Stephanie Schneider 46 Blending In: The Presentation of Self among Homeless Men in a Gentrifying Environment Amy Donley and Emmanuel Jackson 64 Evaluating Global Education at a Regional University: A Focus Group Research on Faculty Perspectives Chin Hu. Unlearning Liberty: Campus Censorship and the End of American Debate. Vanderbilt University Press.95/$17. Societas Imprint Academic. Yoly Zentella 85 Book Review: Greg Lukianoff. Place. £8. $24. Hooshang Pazaki.95. 2012.Volume 7 Number 1 January 2014 Theory In Action IN THIS ISSUE 1 Gambling With Our Planet Michael Barker 23 Teaching the Unthinkable: Counter-Narratives. ISBN: 978-0826519276 (Paperback).90. and Erica Velander 80 Book Review: Jacqueline Foertsch.
fellowship program. health care. This requires a process of critical education to empower people with skills to question assumptions. as well as consider multiple viewpoints to foster social justice. public infrastructure. We do believe in: • • • • • • • • • • • Direct political and economic democracy Prohibition of corporate involvement in any political process News media as an independent public utility Free and equal public education at all levels and the nationalization of private educational institutions Equal treatment of all individuals and groups The right to make one’s own reproductive decisions Guaranteed housing Universal single payer healthcare Guaranteed family income Sustainable development and renewable resources Direct action for social justice To achieve these goals we must make people aware of social facts. and the concerned public. operates a speakers’ bureau. TSI publishes independent peer-reviewed journals including Theory in Action. social services. grassroots activists. military. Our goal is to establish a tuition-free accredited graduate school to foster interdisciplinary research that will bridge theory with activism and encourage community involvement to alleviate social problems. transportation. utilities. Principles ‘No one is free unless we are all free’ We do not believe in: the privatization of societal resources or socially important goods and services e.g. TSI TRANSFORMATIVE STUDIES INSTITUTE PRINT ISSN: 1937-0229 ELECTRONIC ISSN: 1937-0237 . beliefs. and various community outreach projects. education. and provides consulting services and custom policy papers. and values. housing.The Transformative Studies Institute (TSI) is a fully-volunteer social justice think tank managed and operated by a global team of scholar-activists.
Asimakopoulos is author of The Accumulation of Freedom (2012). A must read for everyone that actually takes working-class self-determination seriously. John Asimakopoulos’ critique draws inspiration from the history of working-class activism and. Editor. short of the immediate overthrow of capitalism. political science. and is editor in chief of Theory in Action. Deric Shannon. Kleptocracy capitalism describes a similar juxtaposition: the facilitation of systematic corporate exploitation running alongside policies which criminalise individuals who steal in order to live. and economics resulting in a unique interdisciplinary perspective. we need visions of vastly different worlds to aspire to. He has advanced degrees in and has taught sociology. His research is focused on social movements. His students include undergraduates and graduates from diverse ethnic. Anarchist Studies. can obtain with direct action specific working class victories that will set in motion transformative change. economic.95 PAGES 194 TSI PRESS 39-09 Berdan Avenue Fair Lawn. where the global working class is rediscovering its spine. Societal Education. is Full Professor of Sociology at the City University of New York and executive director of the Transformative Studies Institute (TSI). Email: jasimakopoulos@transformativestudies. many journal articles. UK “In our increasingly crisis-ridden world.” —Dr. an educational think tank. & Direct Action By John Asimakopoulos Foreword Peter McLaren “A welcome return to the center stage of political discourse—and action—for the working class.” —Sarat Colling. and class consciousness. volatile. Asimakopoulos combines these tasks in his latest book. PM Press “A must-read book for all those interested in real change and social justice stripped bare of rhetoric and fantasy. Reviewing the labor and civil rights movements Asimakopoulos argues social justice can only be achieved through a new movement which. and boring status quo.org —Dr. in presenting a clear and accessible analysis of the system’s operation. ABOUT THE AUTHOR: John Asimakopoulos. Transformative Radio ABOUT THE BOOK: Asimakopoulos develops a theory to action model for working class movement building toward societies based on direct democracy. And these visions must be linked to critiques of the existing society. and international political economy. Political Media Review “Machine-breakers were once threatened with the death penalty if they took direct action against the systems of production that reduced them to poverty. critical theory.” KEYWORDS Critical Theory Political Philosophy Stratification Critical Pedagogy History Social Movements Globalization ISBN 978-0983298205 PAPERBACK $14. Revolt! This book is recommended reading for anyone sickened by an increasingly violent. passionately giving voice to a popular and deeply held view—that the status quo must be challenged. Ruth Kinna. Social Structures of Direct Democracy (forthcoming Brill).” —Ramsey Kanaan.REVOLT! The Next Great Transformation from Kleptocracy Capitalism to Libertarian Socialism through Counter Ideology. Revolt! analyzes the Great Recession showing neoliberal globalization is intensifying capitalism’s contradictions resulting in perpetual crises and collapse. he also calls for direct action to combat it. NJ 07410 transformativestudies. an interdisciplinary peer-reviewed journal. and educational backgrounds who honor him for over 20 years with the highest teaching evaluations.org .
accumulation o f The freedom W R I T I N G S O N A N A R C H I S T E C O N O M I C S edit ed by der ic shannon. no c el l a ii. ant hony j. & john asimakop o ul os .
and his activism have made me proud to be an American historian. Founding President. Read this book and you’ll learn what olidarity really means! —Bill Ritchie. . author of Eleanor Roosevelt and Distinguished Professor of History and Women’s Studies. National Labor College Larry Wittner’s engaging and important memoir reminds me of why his work. and interesting. former President. CUNY A jewel of the genre: wonderfully lucid. precise. Professor of Religion. honest. John Jay College & Graduate Center. Peace Action Scholar. —New Politics Working for Peace and Justice takes you along on a joyful ride of discovery through the life of a model citizen/ scholar/activist. United University Professions. and troubadour Larry Wittner has gifted us with his bold life’s journey for world betterment. —Helen Caldicott. Larry Wittner was there and his impact was felt. . —Bill Scheuerman. —Blanche Wiesen Cook. Vividly written and deeply moving. —Kevin Martin. Columbia University It is fascinating to peer into the personal life of Lawrence Wittner—the great chronicler of the antinuclear movement— in this quite amazing autobiography. Reinhold Niebuhr Professor of Social Ethics. President. his scholarship. . We can all learn lessons from this wonderful memoir. retired President. —Gary Dorrien. —Martin J. winner of the 2006 Pulitzer Prize for biography Larry Wittner has been—and remains—a great union activist. unpretentious. Executive Director. AFL-CIO To order visit utpress. Sherwin.PRAISE FOR WORKING FOR PEACE AND JUSTICE Wittner’s memoir is an inspirational and entertaining read. Union Theological Seminary. Physicians for Social Responsibility Whether he was formulating ideas for world peace or walking a picket line. activist. Is it possible to be an `activist intellectual’? Indeed it is. Albany County Central Federation of Labor. . evocative.org/peace or call 800-621-2736.
We recognize that journals. Furthermore. Students will be educated. A New University The corporate university acƟvely impedes free thought and discourse in the United States. interdisciplinary. our scholars are free to disseminate their research through any outlet. If you are too radical for acceptance by your associaƟon’s journals. © 2007-20ϭ4 TransformaƟve Studies InsƟtute. advocacy groups and non-proĮt organizaƟons. Many of TSI’s members have mulƟple graduate degrees. the environment. peer-reviewed. believes that all scholars have something to contribute. the insƟtute plans on collaboraƟng with various worker educaƟon programs. through shared research.ORG TransformaƟve Studies InsƟtute is a U.TRANSFORMATIVESTUDIES. Fellowships If you wish to pursue grants without insƟtuƟonal restraints. Upon acceptance. universiƟes. and law will be invited to conduct research and become involved in like-minded various grass roots organizaƟons. TSI is establishing an accredited graduate school in which ‘radicals’ will be welcomed rather than muzzled or Įred. TSI also provides consulƟng services. and its aim is to provide a working model of theory in acƟon. not trained. The InsƟtute is concerned with issues of social jusƟce and related acƟvism. and its purpose will be nothing less than the transformaƟon of society via a new social movement based on equality and facts versus poverty. They will quesƟon. leƩerhead. As part of the mission. labor centers. and operates a speakers’ bureau. challenge. Publish with our Journal Ever wonder why acƟvist scholarship is rouƟnely rejected by ‘serious’ peer-reviewed journals? So did we and decided to do something about it! The purpose of our Ňagship journal Theory in AcƟon is to legiƟmize scholar-acƟvism through an internaƟonal. and advocate at a university whose core curriculum will speak for the poor. humaniƟes. and supersƟƟon! WWW. however. mulƟple years of secondary and college level teaching experience throughout most disciplines. They will learn by doing rather than through cookie-cuƩer online modules or exploited sharecropper adjuncts. scholars. think tanks. since we do not require exclusive rights to their intellectual work. insƟtuƟonal email. We will provide support. and students may disseminate their research and expand themaƟc social dialogue. quarterly publicaƟon that is available both in print and online. and other concerned individuals in Įelds such as social sciences.About The TransformaƟve Studies InsƟtute (TSI) fosters interdisciplinary research that will bridge mulƟdisciplinary theory with acƟvism in order to encourage community involvement that will aƩempt to alleviate social problems. we invite literary parƟcipaƟon through our independent. The college will have a parƟcipatory and democraƟc structure. TSI is managed and operated by a dedicated global team of academic scholar-acƟvists. propaganda. acƟvists.S. registered 501(c)(3) tax-exempt nonproĮt organizaƟon. scholars. scholars will be able to aĸliate with TSI as their home insƟtuƟon. As such. In response. and other materials. TSI also welcomes opportuniƟes to work with naƟonal and internaƟonal scholars who serve as research associates and fellows. through which research associates. the forgoƩen. and animals. governance. well check us out because WE WANT YOU! We welcome assistance in disseminaƟng our journal through your social networks and increasing its subscripƟon base through your recommendaƟons to your insƟtuƟon’s librarian. you may now do so as a TSI research Fellow or Associate. colleges. and operaƟon of the center. custom policy papers and projects. acƟvists. peer-reviewed journal Theory in AcƟon. and foundaƟons oŌen do not take conƟngent faculty and independent scholars seriously. . grassroots acƟvists. which is why we oīer them an opportunity to aĸliate with TSI as research Fellows and Associates. The college seeks to be tuiƟon-free if we build a suĸcient endowment. In addiƟon. and the concerned public. the insƟtute may provide a working laboratory for evoluƟonary socioeconomic forms of organizaƟon. All funds received by TSI are tax-deducƟble. TSI. Further.
and organizing. This singing lecture covers labor history from a multicultural perspective and examines the function of folk songs in workers’ lives. labor movement. President. Focusing on the role that folksongs play in the U. and inspiring. of Louisville Labor-Management Center “Corey’s wonderful voice. New England College “Corey's music added tremendous spirit to our National Labor Assembly. labor. I encourage other unions to add Corey's talents and expertise to their agendas. very informative.” --Kathleen Odell Korgen. William Patterson U. Please contact Corey for scheduling a lecture or receiving a sample CD at 617-298-0388 or at cdolgon@worcester. Corey’s words and music bring both history and theory to life. Folksinger & Sociologist Corey Dolgon. a Ph. “I learned about the importance and power of strikes and labor unions.In Search of One Big Union: A Singing Lecture by Corey Dolgon. abundant energy. United American Nurses. He is a long-time labor activist and community organizer and has used folk songs to build solidarity on the line and engage students in the classroom. U. Professor of Sociology. Professor of Sociology.” --John Ralston.com .coreydolgon. I never knew there were songs about them.edu. and great knowledge about folksongs. More info @ www. all received a good time and good learning.” --Chris Dale.S. AFL-CIO “Corey Dolgon’s “singing lecture” is a hit.D in American Culture and Sociology Professor has been performing “singing lectures” for almost a decade. [The lecture] made the period come alive for me. and other social movements were entertaining. From union retirees to active union members.” --Cheryl Johnson. from academics to management. labor.” --Stonehill College student “Corey’s work weaves together a coherent and accessible narrative about labor struggles with a tour de force of labor songs that moves audiences.
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