Jeffrey R. Di Leo delves into complex questions of critical theory and philosophy. His work is characterized by a deep examination of contemporary culture and its structures. Di Leo is known for his intellectual approach and his ability to connect seemingly disparate lines of thought. His analyses offer readers fresh perspectives on literature and society.
Exploring the complexities of ideological critique, this collection examines innovative approaches to criticism that move beyond traditional critique. It highlights the challenges currently faced by literary criticism and aesthetics, reflecting on how evolving attitudes have influenced these fields. The essays offer a diverse range of perspectives, inviting readers to reconsider the role and function of criticism in contemporary discourse.
A critical examination of dark academe reveals its detrimental impact on democracy and education. By employing contemporary theories such as affect theory, queer epistemology, and critical race theory, the book argues that dark academe undermines democratic education and critical citizenship. It advocates for a reevaluation of theoretical approaches in the humanities to confront the pervasive negativity in higher education. The text highlights how neoliberal influences stifle intellectual growth and critique, emphasizing the urgent need for transformative understanding in these challenging times.
Neoliberalism, Theory, and the Future of the Humanities
Exploring the impact of continual catastrophe on higher education, the book draws on insights from influential thinkers like Emerson and James. It examines how their ideas can inform responses to crises, suggesting that hope and resistance are attainable even in challenging circumstances. Through this lens, the author encourages a reevaluation of educational practices and philosophies to cultivate resilience and optimism amidst adversity.
Identity, Conduct, and the Neoliberal Condition
This book explores questions concerning personal identity and individual conduct within neoliberal academe. The author suggests that neoliberal academe is normal academe in the new millennium though well aware of its contested nature and destructive capacities. Examining higher education through a number of ideals, such as austerity and transparency, brings readers on a journey into its present as well as its past. If some of these ideals can be identified and critiqued, there is a chance that the foundations of neoliberal academe can be weakened. This book actively pursues pathways out of the neoliberal abyss--and offers that demanding a role for pleasure in higher education may be one of them.