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Manifesto for the Humanities: Transforming Doctoral Education in Good Enough Times
University of Michigan Press, 2015 eISBN: 978-0-472-12171-7 | Cloth: 978-0-472-07304-7 | Paper: 978-0-472-05304-9 Library of Congress Classification LB2386.S648 2015 Dewey Decimal Classification 378.2
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ABOUT THIS BOOK
After a remarkable career in higher education, Sidonie Smith offers Manifesto for the Humanities as a reflective contribution to the current academic conversation over the place of the Humanities in the 21st century. Her focus is on doctoral education and opportunities she sees for its reform. Grounding this manifesto in background factors contributing to current “crises” in the humanities, Smith advocates for a 21st century doctoral education responsive to the changing ecology of humanistic scholarship and teaching. She elaborates a more expansive conceptualization of coursework and dissertation, a more robust, engaged public humanities, and a more diverse, collaborative, and networked sociality. See other books on: Arts & Humanities | Educational change | Humanities | Subjects | Universities and colleges See other titles from University of Michigan Press |
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Manifesto for the Humanities: Transforming Doctoral Education in Good Enough Times
ABOUT THIS BOOK | TOC | REQUEST ACCESSIBLE FILE
University of Michigan Press, 2015
eISBN: 978-0-472-12171-7
Cloth: 978-0-472-07304-7
Paper: 978-0-472-05304-9
eISBN: 978-0-472-12171-7
Cloth: 978-0-472-07304-7
Paper: 978-0-472-05304-9
After a remarkable career in higher education, Sidonie Smith offers Manifesto for the Humanities as a reflective contribution to the current academic conversation over the place of the Humanities in the 21st century. Her focus is on doctoral education and opportunities she sees for its reform.
Grounding this manifesto in background factors contributing to current “crises” in the humanities, Smith advocates for a 21st century doctoral education responsive to the changing ecology of humanistic scholarship and teaching. She elaborates a more expansive conceptualization of coursework and dissertation, a more robust, engaged public humanities, and a more diverse, collaborative, and networked sociality.
Grounding this manifesto in background factors contributing to current “crises” in the humanities, Smith advocates for a 21st century doctoral education responsive to the changing ecology of humanistic scholarship and teaching. She elaborates a more expansive conceptualization of coursework and dissertation, a more robust, engaged public humanities, and a more diverse, collaborative, and networked sociality.
ABOUT THIS BOOK | TOC | REQUEST ACCESSIBLE FILE
