Inclusion or Acquisition? Learning about Justice, Education, and Property from the Morrill Land-Grant Acts

Autor/in	Singh, Vineeta
Titel	Inclusion or Acquisition? Learning about Justice, Education, and Property from the Morrill Land-Grant Acts
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 43 (2021) 5, S.419-439 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Vineeta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2021.1973864
Schlagwörter	Federal Legislation; Educational Legislation; Land Grant Universities; Real Estate; Higher Education; Justice; Public Education; Land Use; Inclusion; Virginia + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Grundstück; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gerechtigkeit; Öffentliche Erziehung; Bodennutzung; Inklusion
Abstract	Popular and academic common senses turn to education as the great equalizer in American life, a seemingly obvious pathway to creating a more just world. Education, which means not only a degree, but the social relations created through affiliation with formal study, is cherished as the pathway to secure a more just society. Yet the educational apparatus is also one of the key arenas where calls for justice are corralled into limiting frameworks. Both drafts' attention to quantifying the number of people enslaved to directly benefit an institution, the number of years an institution was able to directly extract enslaved labor, and the number of college degrees or community grants that will recompense these harms, epitomize the drive to quantify and contain the harm of chattel slavery and its ongoing afterlives into specific numbers, specific debts that can be definitively repaid. This essay demonstrates how the Morrill Land Grant Act of 1862 embedded a framing of land as a commodity and investment so deeply into the historic formation of US higher education as a public good that the epistemology of property seems inseparable from US higher education. It traces how discourses of property and property rights came to structure popular and academic common senses about education and justice by looking at three key laws establishing and extending land-grant funding for US higher education. Vineeta Singh's primary focus is on how these laws are deployed to buttress the progress narrative at the core of popular and academic common sense about higher education as an inherently democratic and democratizing endeavor. Throughout she argues that the epistemology of property has been deeply embedded in every articulation of U.S. public higher education. It has stymied the imaginations of justice through education to narrow visions of corrective justice, understood as the rectification of specific, quantifiable harms. In order to make the case for redistributive justice, society must confront and uproot this epistemology of education as property. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01