Dissident Knowledge in Higher Education

Marc Spooner is an associate professor in the Faculty of Education, University of Regina. He specializes in qualitative and participatory action research at the intersections of theory and action-on-the-ground. His interests include: homelessness & poverty; audit culture & the effects of neoliberalization & corporatization on higher education; social justice, activism, & participatory democracy. He has published in many venues including peer-reviewed journals, book chapters, government reports, and a wide variety of popularizations. Together with colleagues at the U of R, he also co-hosts a popular education series that takes place in pubs—not on campus—entitled Talkin' about School and Society. James McNinch is professor emeritus and former dean of the Faculty of Education at the University of Regina. His research and publications have focused on teaching and learning in higher education, gender and sexual diversity, racism and white privilege, and the social construction of masculinity.

"Fueling the current onslaught on higher education is the perfect storm of neoliberalism at its apex, totalitarianism on the rise, and enduring legacies of colonialism, white supremacy, heteropatriarchy, and imperialism. Education has never been guarded from such forces, but nor has it ever been free of contestation, and higher education in particular has long perpetuated injustice even as it seeded revolutions. Such is the searing analysis and nurturing of hope offered by an all-star collection of scholars [including Marie Battiste, Noam Chomsky, and Eve Tuck]." - Kevin Kumashiro, author of Bad Teacher!: How Blaming Teachers Distorts the Bigger Picture

• Foreword:The Trump Card: Racialized Speech in the Era of Desperate White SupremacyZeus LeonardoPrefaceMarc Spooner and James McNinchIntroductionMarc Spooner and James McNinchPart I: Historical Persepctives and OverviewChapter 1: A Dangerous Accountability: Neoliberalism’s Veer toward Accountancy in Higher EducationYvonna S. LincolnChapter 2: The Art of the Impossible—Defining and Measuring Indigenous Research?Linda Tuhiwai SmithChapter 3: An Interview with Dr. Norman K. Denzin on the Politics of Evidence, Science, and ResearchChapter 4: An Interview with Dr. Noam Chomsky on Neoliberalism, Society, and Higher EducationPart II: Activism, Science, and Global and Local KnowledgeChapter 5: Accumulation and Its Dis’(sed) Contents: The Politics of Evidence in the Struggle for Public EducationMichelle FineChapter 6: Beyond Epistemicide: Knowledge Democracy and Higher EducationBudd L. HallChapter 7: Within and Beyond Neoliberalism:Doing Qualitative Research in the AfterwardPatti LatherPart III: Theorizing the Colonial Academy and Indigenous KnowledgeChapter 8: Reconciling Indigenous Knowledge in Education: Promises, Possibilities, and ImperativesMarie BattisteChapter 9: Biting the University That Feeds UsEve TuckChapter 10: Refusing the UniversitySandy GrandePart IV: From Counting Out, to Counting On, the ScholarsChapter 11: Beyond Individualism: The Psychosocial Life of the Neoliberal UniversityRosalind GillChapter 12: Fatal Distraction: Audit Culture and Accountability in the Corporate UniversityJoel WestheimerChapter 13: Public Scholarship and Faculty Agency: Rethinking “Teaching, Scholarship, and Service”Christopher MeyersAfterword: The Defenestration of DemocracyPeter McLarenContributorsIndex