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By Gow, A.C. (ed.), Andrew Colin Gow
The 1st component to the amount is normal and attempts to make feel of present institutional realities; the second one part contains case reviews that conquer the disciplinary divisions of Slavic experiences via including jointly numerous hyphenated ways: background and cultural stories, anthropology and oral heritage, movie reports and images.
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Extra resources for Hyphenated Histories: Articulations of Central European Bildung and Slavic Studies in the Contemporary Academy
Sample text
Discipline is the operative word here, a term which for a long time was capable of articulating the pedagogical and professional implications of the model, and is now at the center of the humanities debate. Arjun Appadurai, in a collection of essays which probe the disciplinary nature of cultural studies and to which the title of my paper refers, draws our attention to this double meaning of the noun “discipline”: “(a) care, cultivation, habit and (b) Àeld, method, subject matter” (Appadurai 30).
It builds character”). Graduate students are unable to resist administrative automation—every act of resistance can be interpreted as a sign of unÀtness, and departments or Faculties of Graduate Studies can and do coerce students into wasting their time and working in self-destructive ways. Tenured scholars have a clear duty to exercise resistance to mandated churn and busy-work—especially when it actively saps the emotional resources students require if they are to do real work. What I don’t want to have to admit, but must (at least in part), is that reclaiming such space might entail the (re-)introduction of certain aspects of traditional supervisory autonomy—which includes the possibility of an oppressive mode of supervision.
While the ’68 generation’s demands for a more pedagogically oriented academy was doubtless intended to strengthen the emancipatory and political function of university education, it also paved the way for an adoption of an American model of undergraduate curricula which is now spreading across continental Europe. In the British and American systems, however, the dichotomies inherent in the modern university’s notion of Bildung lived on at the university level, assuming the “peculiar political economy behind the debates over the canon that assumes that ten or Àfteen books, read in two or three courses, in a few thousand colleges and universities, in four years of the life-cycle of a modest number of Americans, are the decisive stage for the battle over literacy, standards, and cosmopolitanism” (Appadurai 28).