ERIC Number: EJ718753
Record Type: Journal
Publication Date: 2005
Reference Count: N/A
Who's Paying for the Culture Wars?
Academe, v91 n5 p35-38 Sep-Oct 2005
Conservative critiques of higher education rely on liberal doses of cash. Behind the conservative critique of U.S. higher education is a fervent commitment to ideals, to be sure--but there's also a sizable amount of conservative cash. The Bradley, Earhart, Castle Rock, and John M. Olin foundations have contributed lavishly to guidebooks aimed at steering young Americans away from certain colleges and universities. "Choosing the Right College", "The Common Sense Guide to American Colleges","The Shakespeare File", and "Defending Civilisation" charge these institutions and their faculty with poorly serving the needs of the nation. Unlike other college guidebooks, which are mostly descriptive, the right-wing guides mount an ideological assault on American higher education reflecting a broader conservative moral, social, and political agenda. This agenda joins support for economic privatization and conservative values in the public sphere to the Western canon and resistance to affirmative action in the academy. It is designed specifically to achieve a conservative reconstruction of the public's understanding of social justice, market economics, and the role and responsibilities of the polity in a democracy. The guides are thus an important weapon in the culture wars. This article is discusses the following related topics: Intercollegiate Studies Institute; Madison Center; Trustees and Alumni; and Democracy Damaged. (Contains 3 endnotes.)
Descriptors: Higher Education, Affirmative Action, Social Attitudes, Academic Freedom, Activism, Educational Change, Conflict, Political Affiliation, Politics of Education, Democracy, Ideology, Private Financial Support
American Association of University Professors, 1012 Fourteenth Street, NW, Suite 500, Washington, DC 20005-3465. Tel: 202-737-5900; Fax: 202-737-5526; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A