John A. Weaver – författare

In Rethinking Academic Politics in (Re)Unified Germany andthe United States, Dr. John Weaver uses case studies to engage historical and contemporary issues in academic politics, arguing for the importance of this often-dismissed and much-bemoaned facet of academic work. Dr. Weaver's unique treatment includes discussions of such hotly debated issues as the Enola Gay exhibit, the science debates in the U.S., and the politics of academic evaluations and hiring practices. Rethinking Academic Politics in (Re)Unified Germany and the United States speaks to the interests of students and scholars of international and comparative education, higher education policy and practice, cultural studies, and science studies.

This collection attempts to incorporate cultural studies into the understanding of schooling, not simply addressing how students read themselves as "members" of a distinct culture, but how they, along with teachers and administrators, read popular texts in general. The purpose of this book is to suggest some alternative directions critical pedagogy can take in its critique of popular culture by inviting multiple reading of popular texts into its analysis of schooling and seeing many forms of popular culture as critical pedagogical texts.

This collection attempts to incorporate cultural studies into the understanding of schooling, not simply addressing how students read themselves as "members" of a distinct culture, but how they, along with teachers and administrators, read popular texts in general. The purpose of this book is to suggest some alternative directions critical pedagogy can take in its critique of popular culture by inviting multiple reading of popular texts into its analysis of schooling and seeing many forms of popular culture as critical pedagogical texts.

In Rethinking Academic Politics in (Re)Unified Germany andthe United States, Dr. John Weaver uses case studies to engage historical and contemporary issues in academic politics, arguing for the importance of this often-dismissed and much-bemoaned facet of academic work. Dr. Weaver's unique treatment includes discussions of such hotly debated issues as the Enola Gay exhibit, the science debates in the U.S., and the politics of academic evaluations and hiring practices. Rethinking Academic Politics in (Re)Unified Germany and the United States speaks to the interests of students and scholars of international and comparative education, higher education policy and practice, cultural studies, and science studies.

Science, Democracy, and the University is a significant contribution to the field of curriculum studies, linking to the work of philosophers such as Max Planck, Donna Haraway, Max Weber, and Jacques Derrida to make the case for rethinking the reason of the university. John A. Weaver outlines what a Diogenes, or real, university might look like and what values it might promote over that which the current university system peddles. He also uses Bernard Stiegler’s work to focus on how we can educate the young to become adults rather than consumers. Touching on subjects such as ecology, algorithms and data, and ethology, Science, Democracy, and the University champions the need for self-reflexivity and to challenge methodocentrism in science. The book features fascinating insights into how we can foster a vibrant future for the young through our academic institutions.

Science, Democracy, and the University is a significant contribution to the field of curriculum studies, linking to the work of philosophers such as Max Planck, Donna Haraway, Max Weber, and Jacques Derrida to make the case for rethinking the reason of the university. John A. Weaver outlines what a Diogenes, or real, university might look like and what values it might promote over that which the current university system peddles. He also uses Bernard Stiegler’s work to focus on how we can educate the young to become adults rather than consumers. Touching on subjects such as ecology, algorithms and data, and ethology, Science, Democracy, and the University champions the need for self-reflexivity and to challenge methodocentrism in science. The book features fascinating insights into how we can foster a vibrant future for the young through our academic institutions.

In this book John A. Weaver suggests curriculum studies scholars need to engage more in science matters. It offers a review of science studies writing from Ludwick Fleck and Thomas Kuhn to Philip Mirowski. The volume includes chapters on the rhetoric of science with a focus on the history of rhetoric and economics then on the rhetoric of models, statistics, and data, a critique of neoliberalism and its impact on science policy and the foundations of democracy, Harry Collin’s and Robert Evans’ theory of expertise followed by chapters on feminism with a focus on the work of Sharon Traweek, Karen Barad, and Vinciane Despret, postcolonial thought, with attention paid to the work of Daniela Bleichmar, Londa Schiebinger, Judith Carney, Sylvia Wynter, Paul Gilroy, and Sandra Harding, and a final chapter on Nietzsche’s philosophy of science. Each section is introduced by an interlude drawing on autobiographical connections between curriculum studies and science studies.