“The U.S. government is depriving universities of billions in federal funding…”
Robin Beck/AFP via Getty Images
In 1907, American historian Henry Adams commenced the distribution of his memoirs, which gained immense popularity in 1919 through The Education of Henry Adams. Given Adams’ notable lineage—his grandfather and great-grandfather were both U.S. presidents—one might anticipate a self-praising narrative about the virtues of American education.
However, Adams captivated audiences with his audacious assertion that the teachings of 19th-century schools were largely irrelevant. Committed to religious studies and classical literature, he felt ill-prepared for the reality of mass electrification and the advent of the automobile. He contended that if education was intended to equip individuals for the future, it was failing miserably.
Fast forward nearly 120 years, Adams’ critique is once again pertinent, particularly in the U.S. New technologies are altering traditional educational paradigms. The emergence of AI models represents just one facet of an ideological struggle. The federal government is stripping universities of billions in funding while asserting more control over curricula and admissions. Although the landscape of education is chaotic, it is not vanishing; it is evolving with the times.
When I attended my first college lecture in over two decades, I was reminded of Adams. The course “Race, Media, and International Affairs,” taught by journalist and international studies professor Karen Attiah, presented a refreshing approach. In 2024, Attiah covered political affairs for Washington Post and previously taught at Columbia University. However, earlier this year, Columbia canceled her course unexpectedly. Shortly afterward, Attiah reported she was dismissed by the Post due to her social media remarks concerning racism and right-wing commentator Charlie Kirk. The newspaper refrained from commenting on her termination.
Yet, as Attiah states, “this is not the moment for media literacy and historical understanding to be constrained by institutions bent on authoritarianism and fear.” Therefore, she conducted Columbia’s classes through her Resistance Summer School, livestreaming them to anyone who paid tuition. The response was overwhelming; within 48 hours, 500 students enrolled, leaving a long waiting list. Currently, she manages two courses this fall, including mine.
In many ways, Attiah’s class recalls a course I took in college over 25 years ago. Engaged at my desk, I listened as Attiah discussed topics such as the depiction of colonial wars in 1600s newspapers and why the media neglected Japan’s racial equality proposals in light of the 1919 Treaty of Versailles. Blending U.S. media history with international race relations, she informed me of numerous insights I had overlooked, despite my lengthy career as a journalist and occasional media studies educator. It genuinely felt like a return to college—in a positive sense.
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I’m concerned about academic institutions, but not the future of education. The quest for knowledge never ceases
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Attiah’s straightforward approach sharply contrasts with other educators who virtualize their research. For instance, Philosophy Tube is a well-established lecture series on YouTube by philosopher Abigail Thorne, who employs visual effects, costumes, and clever scripts to impart contemporary philosophical concepts. However, both Thorne and Attiah share a common goal: to enhance educational accessibility while challenging authority beyond academic limitations.
Thorne and Attiah are influenced by scholar and activist Stuart Hall. After teaching cultural studies at Birmingham University in the UK during the ’60s and ’70s, Hall sought to exit the academic bubble and educate the public about media racism. He directed the 1979 BBC documentary “It Ain’t Half Racist, Mum.”, highlighting racial bias in news reports and media portrayals of Black immigrants.
Mr. Hall advocated for making higher education accessible to citizens lacking access. This is the direction educators are presently taking: some utilize crowdfunding to offer free education, while others, like Attiah, implement a subscription model. Regardless of the method, they are committed to facilitating learning.
But what about students who prefer not to spend hours in front of a screen? An emerging movement seeks to accommodate these individuals as well. Hackerspaces and makerspaces—community hubs for learning science and engineering—are appearing globally. These venues offer classes ranging from electronics to 3D printing to welding.
As Adams asserted, education must equip us for the future. I contend that the forthcoming landscape may witness academic freedom flourishing outside of traditional institutions. While I harbor concerns for academic establishments, I hold hope for education’s future. As long as we champion rebel professors and hackerspace educators, the pursuit of knowledge will persist.
Annalee’s Week
What I’m Reading:
Keeper of Magical Things—A cozy fantasy about an archivist magician by Julie Leong.
What I See:
Frankenhooker— The most extreme adaptation of Frankenstein ever made.
What I’m Working On:
I’m completing assignments for Karen Attiah’s class!
Annalee Newitz is a science journalist and author. Their latest book is Automatic Noodles. They co-host the Hugo Award-winning podcast Our Opinion Is Correct. Follow @annaleen and visit their website: techsploitation.com
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Source: www.newscientist.com
