TPS 1826: Comparative Higher Education Fall 2010 Tuesday 1:00-4:00pm Purpose and Approach : This course was first developed in the mid-1980s to complement Comparative Education Theory and Methodology (1825) by focusing on higher education within the frame of comparative education theory and methodology. In 1992-3, after the collapse of the Soviet Union, and the emergence of a literature around the dialogue/clash of civilizations, a group of graduate students worked with me to re-think the course completely. We wanted to develop an approach to comparative higher education that emphasised culture and civilization as the basic framework, rather than the modern political economy. We also wished to integrate feminist concerns and perspectives throughout the course reading materials. In 2004, the course was again revised fundamentally, with students contributing especially to the shaping of the thematic sections in Part D. The course attempts to introduce three distinct literatures which can be drawn upon for comparative higher education - a classic historical literature, the literature of comparative education as it applies to higher education and social change, and the specialist literature of comparative higher education, which deals mainly with sociological and anthropological aspects of higher education systems. The focus is on the work of scholars that have had longstanding influence. The course begins from a civilizational perspective, looking at higher learning institutions in various world civilizations, and considering the situation of both women and men in these traditions. It then turns to the great social change period that has been termed "modernization" and looks at how comparative education scholars such as Brian Holmes, George Bereday and Gail Kelly applied their methodology to issues of higher education in a comparative perspective. Next, it considers the literature on comparative higher education, developed by scholars such as Burton Clark and Tony Becher, and sees how the disciplines of sociology and anthropology are used for comparative analysis among different national systems. This is set against a parallel feminist literature on higher education. Next come several regional examples of higher education in the transition to "modernity" - Europe, Latin America, and East Asia. The final part of the course deals with themes or issues in higher education which can be analysed using some of the theoretical frameworks suggested in the literature: university-state relations in different societies, the professoriate, students and student movements. This fourth part of the course is highly flexible, and students will be encouraged to work with one of the above issues, or select a different issue for comparative reflection. The main purpose of the course is to acquaint students with the wealth of literature available for the study of comparative higher education, and to assist them in developing an understanding of the different types of literature and critical judgement for selecting material from the literature.
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TPS 1826: Comparative Higher Education
Fall 2010
Tuesday 1:00-4:00pm
Purpose and Approach:
This course was first developed in the mid-1980s to complement Comparative Education
Theory and Methodology (1825) by focusing on higher education within the frame of comparative
education theory and methodology. In 1992-3, after the collapse of the Soviet Union, and the
emergence of a literature around the dialogue/clash of civilizations, a group of graduate students
worked with me to re-think the course completely. We wanted to develop an approach to comparative
higher education that emphasised culture and civilization as the basic framework, rather than the
modern political economy. We also wished to integrate feminist concerns and perspectives
throughout the course reading materials. In 2004, the course was again revised fundamentally, with
students contributing especially to the shaping of the thematic sections in Part D.
The course attempts to introduce three distinct literatures which can be drawn upon for
comparative higher education - a classic historical literature, the literature of comparative education
as it applies to higher education and social change, and the specialist literature of comparative higher
education, which deals mainly with sociological and anthropological aspects of higher education
systems. The focus is on the work of scholars that have had longstanding influence.
The course begins from a civilizational perspective, looking at higher learning institutions in
various world civilizations, and considering the situation of both women and men in these traditions.
It then turns to the great social change period that has been termed "modernization" and looks at how
comparative education scholars such as Brian Holmes, George Bereday and Gail Kelly applied their
methodology to issues of higher education in a comparative perspective. Next, it considers the
literature on comparative higher education, developed by scholars such as Burton Clark and Tony
Becher, and sees how the disciplines of sociology and anthropology are used for comparative analysis
among different national systems. This is set against a parallel feminist literature on higher education.
Next come several regional examples of higher education in the transition to "modernity" - Europe,
Latin America, and East Asia.
The final part of the course deals with themes or issues in higher education which can be
analysed using some of the theoretical frameworks suggested in the literature: university-state
relations in different societies, the professoriate, students and student movements. This fourth part
of the course is highly flexible, and students will be encouraged to work with one of the above issues,
or select a different issue for comparative reflection.
The main purpose of the course is to acquaint students with the wealth of literature available
for the study of comparative higher education, and to assist them in developing an understanding of
the different types of literature and critical judgement for selecting material from the literature.
2
Method of Evaluation: Evaluation for the course is based on a brief critical summary of one article,
book or book chapter dealing with theoretical or conceptual issues in comparative higher education
(15%). This will be due by October 19. A second short reflective paper will be due on November 16,
which should draw on selected literature and focus on an issue or theme that will be pursued in the
final research paper. (15%) We will organise small groups according to closeness of theme, so there
can be time for discussion and planning, as well as presentations of these papers during the second
half of the course. Each student will also be able to discuss the paper with the instructor on an
individual basis. The final paper will be a research essay of fifteen to twenty pages in which an issue
in higher education is analyzed comparatively. (70%) It will be due towards the end of December.
Core Reference Material for the Course:
James Forest and Philip Altbach, International Handbook of Higher Education, Parts One and Two
(Dordecht, Netherlands: 2006).
Ruth Hayhoe and Julia Pan, Knowledge Across Cultures: A Contribution to Dialogue Among
Civilizations (Hong Kong: Comparative Education Research Centre, University of Hong Kong,
2001).
Major Journals:
Comparative Education
Comparative Education Review
Higher Education: the international journal of higher education and educational planning
International Higher Education (newsletter from Boston College Higher Education Centre under
Professor Philip Altbach)
Part A: Civilizational Perspectives on Higher Education
Session 1 Higher Learning and Universities in World Civilization
Common Readings:
1. Le Than Khoi, "Towards a General Theory of Education," in Comparative Education
Review, Vol. 30, No. 1, 1986, pp. 12-29.
2. Rashdall, Hastings, "What is a University?" Chapter One, Volume 1 of The Universities of
Europe in the Middle Ages, (Oxford: Clarendon Press, 1987), pp. 1-24.
3. David Noble, A World Without Women: The Christian Clerical Culture of Western Science
(New York: Alfred Knopf, 1992), Chapter Seven, pp. 138-160, and Epilogue, pp. 279-286.
Discussion Questions:
1. How does Le Than Khoi open our minds to reflect on education and higher learning at
different periods of world history and in different societies and civilizations? What were the
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main concerns of higher learning institutions in classical civilizations? How did they relate to
religion, the natural environment, the socio-political and economic environment?
2. What does Rashdall see as the main characteristics of universities as they emerged in Europe?
In what ways did the Church, the guild and the monastery shape the medieval university in
Europe in distinctive ways?
3. How does Noble account for the exclusion of women from the newly emerging universities
of Europe? How was this exclusion justified and how did it shape the emergence of modern
science?
Additional Readings
Cobban, A.B., The Medieval Universities: Their Development and Organisation (London: Methuen,
1975).
Gabriel, Askiel, Garlandia: Studies in the History of the Medieval University, (Frankfurt am Main:
Josef Knecht, 1969).
Haskins, Charles Homer, The Rise of the University, (Ithaca, New York: Cornell University Press,
1965).
*Holmes, B., “Ideal Typical Normative Models,” in Comparative Education: Some
Considerations of Method (London: George Allen and Unwin, 1981), chapter 6, pp. 111-132
Kibre, Pearl, The Nations in the Medieval Universities, (Cambridge, Mass.: Medieval Academy of
America, 1948).
Kittleson, James and Transure, Pamela [eds.], Rebirth, Reform and Resilience: Universities in
Transition 1300-1700, (Columbus: Ohio State University Press, 1984).
Leff, Gordon, Paris and Oxford Univerities in the Thirteenth and Fourteenth Centuries: An
Institutional and Intellectual History (New York: John Wiley and Sons, 1968).
Merchant, Carolyn, The Death of Nature: Women, Ecology and the Scientific Revolution, (San
Francisco: Harper and Row, 1980).
Perkin, Harold, “History of Universities” in James Forest and Philip Altbach, International Handbook
of Higher Education, Parts One and Two (Dordecht, Netherlands: 2006), Part One, pp. 159-206.
Piltz, Anders, The World of Medieval Learning, (New Jersey: Barnes and Noble Books, 1981),
especially pp.81-149.
Rait, Robert, Life in the Medieval Universities, (Cambridge: Cambridge University Press, 1912).
*Schachner, N., The Medieval Universities (New York: A.S. Barnes and Co., 1962), especially
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chapters V and VII.
Sterk, Andrea, Religion, Scholarship and Higher Education: Perspectives, Models and Future
Prospects (Notre Dame, Indiana: University of Notre Dame Press, 2002).
*Weber, Max, The Methodology of the Social Sciences (New York: Free Press, 1948), pp. 85-112.
[Weber’s explanation of the concept and use of ideal types]
Woody, Thomas, Life and Education in Early Societies (New York: Hafner Publishing Co., 1970).
Session 2: Asian and Middle Eastern Traditions of Higher Learning
Common Readings:
1. Altekar, A.S., Education in Ancient India (Bansphatak, Varanasi: Nand Kisore and Sons,
1944) Chapter V, pp. 105-125, Chapter IX, pp. 207-227.
2. Charles M. Stanton Higher Learning in Islam: The Classical Period A.D. 700-1300
(Maryland: Rowman and Little Publishers, 1990), “Introduction” pp. (ix-xiii).
3. Nakosteen, Mehdi, History of Islamic Origins of Western Education A.D. 800-1350
(Boulder, Colorado: University of Colorado Press, 1964), Chapter II, pp. 13-24, Chapter IX,
pp. 179-195.
4. Hayhoe, R. “Lessons from the Chinese Academy,” in R. Hayhoe and J. Pan, Knowledge
Across Cultures: A Contribution to Dialogue among Civilizations (Hong Kong: Comparative
Education Research Centre, University of Hong Kong, 2001), pp. 323-347.
Discussion Questions:
1. What do we learn from Altekar about the ancient institutions of higher learning in India?
What subjects were studied and how broad was their influence? What was the experience
of women in ancient Indian education?
2. What are some of the valuable aspects of Islamic higher learning which Stanton suggests
gave an important legacy to European universities?
3. Nakosteen’s account of the Academy of Jundi-Shapur and the ways in which it prospered
during the early period of Islamic development provides a dynamic picture of early
Islamic higher education. What did you find most striking in this picture? What fields of
knowledge were a particularly valuable legacy to the European universities?
4. What do you see as the most significant differences between the core values and views of
knowledge in classical Chinese institutions of higher learning and the medieval
universities of Europe? How does an understanding of these differences help to explain
the conflicts that have arisen in the development of modern Chinese universities under
Western influence? Can it be helpful in anticipating the future?
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Additional Readings
*Altekar, A.S. "Childhood and Education," in The Position of Women in Hindu Civilization from
Prehistoric Times to the Present Day (Delhi: Motilal Banarsidass, 1962), pp. 1-28.
Berggren, Len, “Historical Reflections on Scientific Knowledge: The Case of Medieval Islam,” in
Ruth Hayhoe and Julia Pan, Knowledge Across Cultures: A Contribution to Dialogue Among
Civilizations (Hong Kong: Comparative Education Research Centre, University of Hong Kong,
2001), pp. 127-138.
Bulliet, W., The Patricians of Nishapur: A Study in Medieval Islamic Social History (Cambridge,
Mass.: Harvard University Press, 1972).
*Hayhoe, Ruth, “Ideas of Higher Learning, East and West: Conflicting Values in the Development
of the Chinese University,” Minerva Vol. XXII, No. 4, Winter, 1994, pp. 361-382.
*Hu, C.T., "The Historical Background: Examinations and Controls in pre-modern China,"
Comparative Education, Vol. 20, No. 1, 1984, pp. 7-26.
Chang Chung-li, The Chinese Gentry: Studies in Their Role in the 19th Century Seattle, Washington:
University of Washington Press, 1955.
Guisso, Richard and Johannesen, Stanley Women in China: Current Directions in Historical
Scholarship (Lewiston, New York: The Edwin Mellen Press, 1981).
Halstead, J. Mark, “An Islamic concept of education,” Comparative Education Vol. 40, No. 4, Nov.
2004, pp. 517-529.
Herrara, Linda, “Education, Islam and Modernity: Beyond Westernization and Centralization,” Essay
review of three books, in Comparative Education Review Vol. 48, No. 3, August 2003, pp. 318-326.
Ji, Shuli, “A Modern Interpretation of Sinic Science,” in Ruth Hayhoe and Julia Pan, Knowledge
Across Cultures: A Contribution to Dialogue Among Civilizations (Hong Kong: Comparative
Education Research Centre, University of Hong Kong, 2001), pp. 139-151.
Ko, Dorothy et al (eds.), Women and Confucian Culture in pre-modern China, Korea and Japan
(Berkeley: University of California Press, 2003).
Ko, Dorothy, Teachers of the Inner Chambers: Women and Culture in Seventeenth Century China
(Stanford: Stanford University Press, 1994).
Makdisi, George, The Rise of Colleges in Islam and the West (Edinburgh: Edinburgh University
Press, 1981).
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Menzel, Joanna (ed.), The Chinese Civil Service? Career Open to Talent? (Boston: D.C. Heath and
Co., 1963).
Meskill, John, Academies in Ming China: A Historical Essay (Arizona: University of Arizona Press,
1982).
Miyazaki, Ichisada, China's Examination Hell (New Haven and London: Yale University Press,
1981).
Needham, Joseph, The Shorter Science and Civilization in China (Cambridge: Cambridge University
Press, 1978).
Rajagopal, Pinayur, “Indian Mathematics and the West” in R. Hayhoe and J. Pan (eds), Knowledge
Across Cultures: A Contribution to Dialogue among Civilizations (Hong Kong: Comparative
Education Research Centre, University of Hong Kong, 2001), pp. ), pp. 113-125.
Rosenthal, Franz, Knowledge triumphant; the concept of knowledge in medieval Islam (Leiden:
E.J. Brill 1970).
*Stanton, Charles, Higher Learning in Islam: The Classical Period A.D. 700-1300 (Maryland:
Rowman and Little Publishers, 1990), Chapter 7, Formal Institutions of Higher Education, pp.
21-52)
Suen, Hoi K. and Yu, Lan, “Chronic Consequences of High-Stakes Testing? Lessons from the
Chinese Civil Service Exam,” Comparative Education Review, Vol. 50, No. 1, 2006, pp. 46-65.
Talbani, Aziz, “Pedagogy, Power and Discourse” Transformation of Islamic Education,”
Ben-David, Joseph, Centers of Learning, [New York: McGraw Hill Book Co., 1977].
Burns, Barbara, Higher Education in Nine Countries: A Comparative Study of Colleges and
Universities Abroad [New York: McGraw Hill, 1971].
8
Cerych, Ladislav, and Sabatier, Paul, Great Expectations and Mixed Performance: The
Implementation of Higher Education Reforms in Europe (London: Trentham Books, 1986).
Flexner, Abraham, Universities: American, English, German [London: Oxford University Press,
1968].
Kelly, Gail "Achieving Equality in Education: Prospects and Realities," in Gail Kelly (ed.),
International Handbook of Women's Education (New York: Greenwood Press, 1989), pp. 547-569.
*Kelly, Gail, “Women and Higher Education,” in P. Altbach (ed.) International Higher Education:
An Encyclopedia (New York: Garland Publishers, 1991), pp. 297-323
Kelly, Gail Paradise, Women's higher education in comparative perspective (Dordecht,
Netherlands: Kluwer Academic Publishers, c1991. xiv, 359 p.
Kerr, Clark, Twelve Systems of Higher Education: Six Decisive Issues, (New York: International
Council for Educational Development, 1978).
Niblett, R. and Butts, R., Universities Facing the Future, World Yearbook of Education 1972-3,
[London: Evans Brothers, 1973.]
Pearson, C. (ed.), Educating the Majority: Women Challenge Tradition in Higher Education (New
York: Macmillan, 1989).
*Trow, Martin, “Reflections on the Transition from Elite to Mass to Universal Access: Forms and
Phases of Higher Education in Modern Societies since WWII,” in James Forest and Philip Altbach,
International Handbook of Higher Education, Parts One (Dordecht, Netherlands: 2006), pp. 243-280.
Session 4: Approaches from the Literature on Comparative Higher Education
1. John Van der Graff & Dorothea Furth, “Introduction” (pp.1-12) and Burton Clark,
“Academic Power: Concepts, Modes and Perspectives” (pp. 164-189) in John Van de Graff,
Burton Clark, Dorothea Furth, Dietrich Goldschmidt, Donald F. Wheeler (eds.) Academic
Power: Patterns of Authority in Seven National Systems of Higher Education (New York:
Praeger, 1978).
2. Tony Becher, "The Cultural View" in Burton Clark (Ed.), Perspectives on Higher Education:
Eight Disciplinary and Comparative Views (Berkeley: University of California Press, 1984),
pp. 165-198.
3. Acker, Sandra, “Feminist Theory and the Study of Gender and Education,” International
Review of Education Vol. 33, 1987, pp. 419-435.
Discussion Questions:
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1. What do you see as the main strengths and weaknesses of Clark's sociological approach to
comparison in higher education systems?
2. How does Becher's anthropological approach suggest a completely different set of comparisons?
Do you think this kind of comparison can be extended to non-Western patterns? What type of
adjustment might have to be made?
3. How are issues of women’s participation in higher education viewed within three major Western
feminist paradigms? What did Acker see as the limitations and possibilities of these theoretical
approaches?
Additional Readings
Acker, Sandra and Piper, David Warren, Is Higher Education Fair to Women (Surrey, Great Britain:
Society for Research on Higher Education and NFER-Nelson, 1984).
Acker, S. & Feuerverger, G. Enough is never enough: women's work in academe. In C. Marshall (Ed.), Feminist Critical Policy Analysis - A Perspective From Post-Secondary Education (London: Falmer Press, 1997), pp. 122-140. Acker, S. , Caring as work for women educators. In E. Smyth, S. Acker, P. Bourne & A. Prentice (Eds.), Challenging Professions: Historical and Contemporary Perspectives on Women's Professional Work (Toronto: University of Toronto Press, 1999), pp. 277-295.
Altbach, Philip, International Higher Education: Knowledge, the University and Development (New
York: Ablex Publishers, 1998)
*Becher, Tony, Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines
(Milton Keynes: The Open University Press, 1989, updated version in 2001). Chapters 1 and 2.
Becher, Tony, "The Disciplinary Shaping of the Professions," in Burton Clark (ed.), The Academic
Profession (Berkeley: University of California Press, 1987).
*Belenky, Mary, Clinchy, Blythe, Goldberger, Nancy and Tarule, Jill Women's Ways of Knowing:
The Development of Self, Voice and Mind (New York: Basic Books, 1986), "Introduction: To the
Other Side of Silence"(3-22), chapter 9: "Towards an Education for Women" (190-213), Chapter 10:
"Connected Teaching" (214-229).
Castenell, Louis and Tarule, Jill, The Minority Voice in Education Reform: an analysis of minority
and women college of education deans (Greenwich, Connecticut: Ablex Publishing Corps, 1999)
*Clark, Burton, “The Self-reliant University” in Sustaining Change in Universities: Continuities in
case studies and concepts (Maidenhead, Berkshire: The Open University Press, 2004), pp. 169-184.
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Clark, Burton, Creating Entreprenurial Universities: Organizational Pathways of Transformation
(Oxford: Pergamon, for the IAU, 1998)
Clark Burton, Places of Enquiry: research and advanced education in modern universities
(Univerisity of California Press, 1995)
Clark, Burton, The Research Foundations of Graduate Education: Germany, France, United States,
Japan (University of California Press, 1993)
Clark, Burton, The Academic Profession: national, disciplinary and institutional settings (University
of California Press, 1987).
Clark, Burton, The Higher Education System: academic organization in cross-national perspective
(University of California Press, 1983)
Francis, Becky and Skelton, Christine, Investigating Gender: Contemporary perspectives in
education (Buckingham: Open University Press, 2001)
Harding, Sandra, The Science Question in Feminism (Ithaca, New York: Cornell University Press,
1986).
Harding, Sandra, Feminist Epistemology: Social Science Issues (Bloomington, Indiana: Indiana
2. Esther E. Gottlieb and Bruce Keith, “The academic research-teaching nexus in eight
advanced industrialized countries,” Higher Education, Vol. 34, No. 3, October 1997, pp.
397-420.
3. Sandra Acker, “Gendered Games in Academic Leadership,” International Studies in
Sociology of Education, Vol. 20, No. 2, pp. 129-152.
.
Discussion Questions:
1. In what ways does the professoriate differ from other professions? Consider definitions of
work, governance and control, prestige, affiliation, reward structures and other variables you
believe are relevant. What are the main pressures for change identified in Welch’s essay?
How does he view the future of the profession?
2. What does historical analysis and understanding contribute to Gottlieb and Keith’s study of
the ways in which research and teaching interact in the academic profession? What do you
consider the most significant findings of the empirical study of faculty in eight countries?
Why?
3. To what extent is it possible to generalize a woman's experience in the professoriate? To
what extent are women professors in leadership positions handling the pressures of
globalization and change differently than men might do in the three countries covered in
Acker’s study?
Additional Readings
Acker, Sandra, “Gender Equity and Tenure,” in Academic Matters, Journal of OCUFA, forthcoming in 2009. Sandra Acker, “Gender, Leadership and Change in faculties of education in three countries,” in C. Reynolds and J. Collard (eds.), Leadership, Gender and Culture (Maidenhead: Open University
23
Press, 2005.), pp. 210-224 Acker, Sandra, “Gender and the Chair,” in Wagner, Anne, Acker, Sandra & Mayuzumi, Kimine
(eds.), Whose University Is It, Anyway? Power and Privilege on Gendered Terrain (Toronto:
Sumach Press, 2008). Acker, S. & Armenti, C. (2004). Sleepless in academia Gender and Education, 16 (1), 3-24. Akerlind, Gerlese S., “Academic growth and development – How do university academics experience it?” Higher Education Vol. 50, No. 1, July 2005, pp. 1-32.
Altbach, Philip and Chait, Richard, “Special Issue on the Changing Academic Workplace:
Mamiseishvili, K, “Foreign-born women faculty work roles and productivity at research universities
in the United States,” Higher Education, Vol. 60, No. 2, August, 2010, pp. 139-156.
Neave, Guy and Rhoades, Gary "The Academic Estate in Western Europe," in B. Clark (ed.), The
Academic Profession: National, Disciplinary and Institutional Settings (Berkeley: University of
California Press, 1987), pp. 211-270.
Poole, Millicent, Bornholt, Laurel and Summers, Finoa, “An international study of the gendered
nature of academic work: Some cross-cultural explorations,” Higher Education, Vol. 34, No. 3,
October 1997, pp. 373-396.
Pritchard, Rosalind, “The influence of market force culture on British and German academics,”
Comparative Education Vol. 41, No. 4, November, 2005, pp. 433-454.
Research Institute for Higher Education, The Changing Academic Profession in International
Comparative and Quantitative Perspectives (Hiroshima, Research Institute for Higher Education,
2008).
Research Institute for Higher Education, The Changing Academic Profession over 1992-2007:
International Comparative and Quantitative Perspectives (Hiroshima, Research Institute for Higher
Education, 2009).
Ssesanga, Karim and Garrett, Roger M., “Job satisfaction of University academics: Perspectives from
Uganda,” Higher Education Vol. 50, No. 1, July 2005, pp. 33-5.
Twombly, Susan, “Women Academic leaders in a Latin American university: Reconciling the
paradoxes of professional lives,” Higher Education Vol. 35, No. 4, June 1998, pp. 367-397.
Watson, Cicely (ed.), The Professoriate: Occupation in Crisis (Toronto: Higher Education Group,
OISE, 1985).
25
Witt, S, The Pursuit of Race and Gender Equity in American Academe (New York: Praeger, 1990).
Wyn, J., Acker, S., and Richards, E. (2000). Making a difference: women in management in Australian and Canadian faculties of education. Gender and Education 12 (4): 435-447.
Session 10: Students and Student Movements
Common Readings:
1. Seymour Martin Lipset, "Students and Politics in Comparative Perspective," in Philip
Altbach (ed.), The Student Revolution: A Global Analysis (Bombay: Lalvani Publishing
House, 1970), pp. 29-49.
2. Philip Altbach, “Student Politics: Activism and Culture,” in James Forest and Philip Altbach,
International Handbook of Higher Education, Part One (Dordecht, Netherlands: Springer,
2006), pp. 329-346.
3. Robert A. Rhoads, “Preface and Acknowledgements” and Chapter One, “Passion and Protest
on Campus,” Freedom’s Web: Student Activism in an Age of Cultural Diversity (Baltimore
and London: The John Hopkins University Press, 1998), pp. i-vii, 1-27.
Discussion Questions:
1. What different aspects of a student's background are likely to affect their decisions about
involvement in political movements? What broad contextual factors seem to lie behind the
emergence of and development of student movements according to Lipset?
2. What major comparative distinctions does Philip Altbach identify in a retrospective look at
student politics from the perspective of the 21st century?
3. What new dimensions does Rhoads identify in student activism that are related to issues of
cultural diversity?
Additional Readings:
Altbach, Philip, “Student Politics and Higher Education in India,” in P. Altbach (ed.) Turmoil and
Transition: Higher Education and Student Politics in India (New York: Basic Books, 1968).
Altbach, Philip (ed.), Student Politics: Perspectives for the Eighties (Methuen, New Jersey:
Scarecrow Press, 1981).
Altbach, Philip and Cohen, Robert, “American Student Activism: The Post-Sixties Transformation,”
Journal of Higher Education, Vol. 61, No. 1, 1990, pp. 32-49.
DeGroot, Gerard (ed.), Student Protest: The Sixties and After (New York: Longman Ltd., 1998).
Hazary, Subas Chandra, Student Politics in India (New Delhi: Ashish Publishing House, 1987).
Levitt, Cyril, C hildren of Privilege: Student Revolt in the Sixties: A Study of Student Movements in
Canada, the United States and Western Germany (Toronto: University of Toronto Press, 1984).
Levy, Daniel, “Student Politics in Contemporary Latin America,” in Altbach, Philip (ed.), Student
Politics: Perspectives for the Eighties (Methuen, New Jersey: Scarecrow Press, 1981), pp. 187-213.
26
*Levy, Daniel, “Latin American Student Politics: beyond the 1960s,” in Philip Altbach (ed.), Student
Political Activism: An International Reference Handbook (New York: Greenwood Press, 1989), pp.
316-337.
Liebman, Arthur, Walker, Kenneth and Glazor, Martin, “Universities, University reform and student
Politics in Latin America: A Historical Overview,” in Seymor Martin Lipset (ed.) Latin American
University Students: A Six Nation Study (Cambridge, MA: Harvard University Press, 1972), pp.
1-32.
Lipset, Seymour Martin, Rebellion in the University, Third Edition (New Brunswick, New Jersey:
Transaction Publishers, 1993).
*Rhoads, Robert, “Collectivist Consciousness: Towards an Activist Identity,” Chapter Eight, in
Freedom’s Web: Student Activism in an Age of Cultural Diversity (Baltimore and London: Johns
Hopkins University Press, 1998).
Slocum, Jenée and Rhoads, Robert, A., “Faculty and Student Engagement in the Argentine grassroots
rebellion: toward a democratic and emancipatory vision of the university,” Higher Education, Vol.