The story of American higher education, written with insight and humor, by an acclaimed educator.
“There’s no more important story to be told at this moment in America then why higher education matters. And there’s no more adept and engaging storyteller than Sol Gittleman.” —Larry Tye, New York Times bestselling author of Satchel and Demagogue

“Hardly a day passes without reference to some scandal, fraud, intellectual or moral failure, or other ill associated with American academic institutions,” writes Sol Gittleman in his bracing new book, An Accidental Triumph. “If American higher education is such a failure, why are students and scholars from all over the world still so eager to secure a place in one of these institutions? Is American higher education a disaster or the envy of the world?”

Gittleman confronts this contradiction in this dynamic mix of history, analysis, and personal reflection. An Accidental Triumph tells the engaging story of how American higher education evolved from a patchwork of seminaries in the early nineteenth century into the world’s leader in research by the middle of the twentieth. Gittleman links this fascinating story to his own fifty-year academic career, which coincided with an explosive rise in enrollment, spurred by the GI Bill, and an unparalleled postwar boom in faculty hiring, prompted by massive new federal support for academic research from organizations such as the National Science Foundation.

Writing with authority, frankness, and unfailing wry good humor, Gittleman surveys the triumphs, tragedies, and tensions of the history of American higher education. Despite the relentless criticism, Gittleman finds good reason to remain optimistic about the future of teaching and research at the college and university level in the United States. 

James Henry Breasted (1865–1935) had a career that epitomizes our popular image of the archaeologist. Daring, handsome, and charismatic, he traveled on expeditions to remote and politically unstable corners of the Middle East, helped identify the tomb of King Tut, and was on the cover of Time magazine. But Breasted was more than an Indiana Jones—he was an accomplished scholar, academic entrepreneur, and talented author who brought ancient history to life not just for students but for such notables as Teddy Roosevelt and Sigmund Freud.

Anthropological Lives introduces readers to what it is like to be a professional anthropologist.  It focuses on the work anthropologists do, the passions they have, the way that being an anthropologist affects the kind of life they lead. The book draws heavily on the experiences of twenty anthropologists interviewed by Virginia R. Dominguez and Brigittine M. French, as well as on the experiences of the two coauthors. Many different kinds of anthropologists are represented, and the book makes a point of discussing their commonalities as well as their differences. Some of the anthropologists included work in the academy, some work outside the academy, and some work in institutions like museums. Included are cultural anthropologists, linguistic anthropologists, medical anthropologists, biological anthropologists, practicing anthropologists, and anthropological archaeologists. A fascinating look behind the curtain, the stories in Anthropological Lives will inform anyone who has ever wondered what you do with a degree in anthropology.

Anthropologists profiled: Leslie Aiello, Lee Baker, João Biehl, Tom Boellstorff, Jacqueline Comito, Shannon Dawdy, Virginia R. Dominguez, T.J. Ferguson, Brigittine French, Agustín Fuentes, Amy Goldenberg, Mary Gray, Sarah Green, Monica Heller, Douglas Hertzler, Ed Liebow, Mariano Perelman, Jeremy Sabloff, Carolyn Sargent, Marilyn Strathern, Nandini Sundar, Alaka Wali.
 

Few men have had as much cultural and educational influence on their own countries as the philosopher and educator Antonio Caso (1883-1946). He was above all a patriot of his beloved Mexico, and he sought to deliver his humanitarian message to his countrymen.

In his youth, after the revolt against Díaz, he was a member of the Ateneo de la Juventud, a group that sought to bring Mexico, spiritually and economically, back to the Mexicans. Caso realized that this effort involved the forming of a national consciousness among his people, whom he saw divided by their private and public interests.

As an educator of Mexican youth for more than thirty years, Caso sought to imbue in his students the desire to search and to question. He saw education as a perpetual search for truth, and his own life and philosophy reflect this search. He rejected any system that proposed to describe all of reality, and he despised all dogmas—official or unofficial. He particularly fought against positivism and Marxism, systems current in his youth.

The first part of this book is an introduction to the philosophical and educational ideas of Caso, as well as to the intellectual and political ideas in his life. Mr. Haddox skillfully shows the development of Caso's ideas and how they took shape from his own reading as well as from the experiences of his age and of his country. The second part contains Mr. Haddox's translations of selections from Caso's writings. They give a moving picture of Caso's hopes for Mexico and for humanitiy.

Artifact is about the stories we tell ourselves after mass shootings. Each college campus shooting leaves a record: archival collections, monuments to the dead, government-led inquiries, internal university investigations, and lawsuits. Artifact: Encounters with the Campus Shooting Archives seeks to understand university and college campus shootings that involve students and faculty of those institutions. The book examines the aftermaths of such attacks by moving between university archives, memorials to victims, conversations with survivors, and beyond.

Julija Šukys examines a series of five North American university and college campus shootings between 1966 and 2015: the École Polytechnique in Montreal, Concordia University in Montreal, Virginia Tech, University of Alabama–Huntsville, and Umpqua Community College in Roseburg, Oregon. These attacks involved students and faculty as both victims and perpetrators—that is, all the shooters were either faculty members or (in one case, would-be) students of the institution where the killings took place.

Šukys arrives at each site long after the killings have taken place: by now, the teddy bears, flowers, and crosses have been cleared away. Prying journalists are long gone. She sorts through myriad objects left at makeshift memorial sites. She talks for hours with a professor who survived an attack only because her colleague’s gun jammed as it was pointed at her head. She wanders and documents the reconfigured buildings made unrecognizable after the horrors that occurred within them. She reads tedious court transcripts, officious government-commissioned reports, and a troubling memoir written by a shooter’s mother and sifts through the mathematics papers that one campus shooter publishes from his prison cell.

Artifact weighs what it means to live in a place where students and their teachers are gunned down on a seemingly regular basis. It asks how we can continue to learn, teach, and live when nothing changes in response to these deaths. It attempts to speak into silence, to look at the pain of those who have come through trauma, and to meet their gazes without platitudes or triumphalism. The result is a searching book about care, memory, forgiveness, and survival.

Published in French and English by INSEI Editions, Suresnes, France. English edition distributed throughout the world by Gallaudet University Press.

To some, he is a mythical figure; to others, he is unknown. Auguste Bébian (1789-1839) reflects society’s ambivalence toward Deaf history: sometimes recognized, often ignored. In the wake of Abbé de l’Épée, whose name is remembered in posterity and who demonstrated that the large-scale education of Deaf people was possible, Auguste Bébian was nonetheless a key player in an unprecedented upheaval, which in many ways went beyond the educational sphere. The goal of this research on Auguste Bébian, combining biographical elements and analysis of his thinking in unprecedented ways, is not to deconstruct the myth, but rather to decipher the messages it conveys, and to understand what it tells us, indirectly, about the Deaf experience.

Born in 1789 in Guadeloupe, part of the French West Indies, it was on the other side of the Atlantic Ocean, in France, that Auguste Bébian fulfilled most of his destiny. While living at the National Institution for the Deaf in Paris at the beginning of the 19th century, his daily contact with the young students made him the first known hearing person in France to achieve true mastery of sign language, the natural language of Deaf people, and a deep understanding of its inherent culture. On becoming a teacher, he constantly defended the use of sign language as a linguistic system in its own right in order to awaken the intelligence of Deaf children, to whom “we pay no more attention than to the sunlight that shines on us every day.” His numerous publications display a level of modernity rarely seen before or since. This biographical and historical study shows how the passion evinced by Auguste Bébian was a crucial link in the chain of events that led to the emancipation of Deaf people.