Hayhoe (1992). Universities, Cultural Identity, and Democracy.

Hayhoe, R. (1992). Universities, cultural identity, and democracy: Some Canada-China comparisons. Interchange, 23(1), 165-180. doi: 10.1007/BF01435231.

The following are notes to the journal article. “Universities, Cultural Identity, and Democracy” by Ruth Hayhoe, Interchange, Vol 23/1&2, 1992, 165-180

Universities “expected to contribute to national cultural identity.” p. 165

“… academic co-operation between China and Canada have the potential to enhance democratization.” p. 165

“Canada has felt the need to build national identity in the face of the American economic and political challenge.” p. 168

“… building of cultural identity through critical reflection …” p. 169

“… make possible informed citizenship participation …” p. 169

World Order Models Project (WOMP) p. 169

“… knowledge and culture playing a role in transforming structures of dominance in the economic and political sphere towards greater equity and mutuality.” p. 169

“… individuals and social groups as actors in the world community.” p. 169

“With the collapse of the Soviet version of socialist modernity, there has been a disturbing triumphalism evident in Western journalism with regard to the superiority of the capitalist version of development.” p. 170-1

“… little account taken of the historical conditions on which this prosperity has been based or the degree of economic planning that now exists in most advanced capitalist nations.” p. 17

“communicative action” p. 171 (after Habermas)

“… a Canadian philosophy of education …” p. 173

“… what we think human life to be, what activities serve human fulfilment, and what place higher education should play in encouraging the realisation of these activities.” p. 173 (after Grant)

“… supported by provincial and local colleges/universities that would do much of the manpower training at lower levels.” p. 174

“… the link with national cultural identity is a complex area to explore, but significant in relation to a more conscious commitment to democracy at the national and international levels, in contrast to the purely mechanistic response to the demands of government for economically productive forms of teaching and research.” p. 178

“… prevent domination from a neighbouring super-power.” p. 179

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