Christopher Newfield’s The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them is a great book – you should buy it, read it, teach it, and recommend it to your friends. In an increasingly crowded field of books about the ills of contemporary higher education (many of which I also like), this one is particularly strong for its insistence on a systemic, political-economic analysis and its refusal to offer overly simplistic answers. In what follows I offer a discussion of the book’s argument and successes along with two critiques of elements that I think weaken its claims.
Fact-checking during campaigns helps make sure the truth is communicated–but also teaches voters that there is a “right answer” and trains them to listen for true vs. false instead of right vs. wrong.
I read Aldon Morris’s much-anticipated book, The Scholar Denied, with great interest. I heard Morris talk about the book when he visited UNC last year, and have read and taught some shorter work he’s published from this project. I was not disappointed – it’s a great book, meticulously documented, passionately argued, and sure to correct many important parts of the historical record on the development of American sociology. I learned quite a bit about W. E. B. du Bois’s life and intellectual productivity. Separating the book’s argument into three related claims, I find the first two fully demonstrated. However, I remain unsure of the third, most ambitious, case the book tries to defend.
As I have admitted before, I am a terrible electronic file-keeper. If I was to count up the minutes I have wasted in the last 15 years searching for files that should have been easy to find or typing and retyping Stata code that would have (and should have) been a simple do-file or doing web searches for things that I read that I thought I wanted to include in lectures or powerpoints or articles but couldn’t place, I fear I would discover many months of my life wasted as a result of my organizational ineptitude.
For a long while, these bad habits only affected me (and the occasional collaborator). It was my wasted time and effort. Now, though, expectations are changing and this type of disorganization can make or break a career. I think about my dissertation data and related files, strewn about floppy disks and disparate folders, and I feel both shame and fear. Continue reading “ask a scatterbrain: managing workflow.”
I am a fan of Richard Arum and Jospia Roksa’s first book, Academically Adrift, which examined predictors of growth in critical thinking skills during the first two years of college. In their new book, Aspiring Adults Adrift, Arum and Roksa follow the same cohort of students into the first couple of years after graduation.
The Headscarf Debates: Conflicts of National Belonging,by Anna C. Korteweg and Gökçe Yurdakul, is a detailed and thoughtful work of comparative cultural sociology. It focuses on four debates in Europe about the wearing of headscarves (in all four cases, actually niqabs, misrepresented as burkas, as the book nicely explains). Using extensive analysis of media and legal discourse, it shows similarities but, more interestingly, differences among the debates in France, Turkey, the Netherlands, and Germany. These differences highlight persistent cultural differences in the relationship between state, citizens, and religion: differences the book describes as “conflicts of national belonging.”
Dylan Riley’s Contemporary Sociology review (paywall, sorry) of Biernacki’s Reinventing Evidence is out, and an odd review it is. H/T to Dan for noting it and sending it along. The essence of the review: Biernacki is right even though his evidence and argument are wrong. This controversy, along with a nearly diametrically opposed one on topic modeling (continued here) suggest to me that cultural sociology desperately needs a theory of language if we’re going to keep using texts as windows into culture (which, of course, we are). Topic modeling’s approach to language is intentionally atheoretical; Biernacki’s is disingenuously so.