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While studies of American military culture have proliferated in recent years, and the culture of academic institutions has been a subject of perennial interest, comparatively little has been written on the multiple ways the military and academe intersect. Focusing on this subject offers an opportunity to explore how teachers and researchers straddle the two quite different cultures. The contributors to this volume both embody and articulate how the two cultures co-exist and cooperate, however unevenly at times. Chapters offer both ground-level perspectives of the classroom and campus as well as well-considered articulations of the tensions and opportunities involved in teaching and training civic-minded soldiers on issues especially important in the post-9/11 world.
List of contents
Preface; Introduction Intersections, Douglas Higbee; Part I Intersections In and Out of the Field; Chapter 1 Real Officers Don't Teach Keats: The Naval Academy, ROTC, and Military Spiritualism, Edward F. Palm; Chapter 2 Combat Ethnography, Carol Burke; Chapter 3 An American Professor with the Iraqi Army, Andrew H. Myers; Part II Military Academies and Humanistic Inquiry; Chapter 4 Teaching Citizen Soldiers: Civic Rhetoric and the Intersections of Theory and Practice at the Virginia Military Institute, D. Alexis Hart; Chapter 5 Rethinking the Culture Wars at the Naval Academy, Jeffrey S. Sychterz; Chapter 6 Literature, Identity, and Officership, Andrea Trocha-Van Nort; Chapter 7 Teaching English at West Point: A Dialogic Narrative, Karen P. Peirce, Major David C. Wood; Chapter 8 Cocked and Ready: The Humanities and Homosociality at the Royal Military College of Canada, Huw Osborne; Part III Teaching in Professional Military Schools; Chapter 9 Navel Gazing Google Deep: The Expertise Gap in the Academic-Military Relationship, Thomas Bruscino; Chapter 10 Professors in the Colonels' World, Daniel J. Hughes; Chapter 11 No "Holidays from History": Adult Learning, Professional Military Education, and Teaching History, Bradley L. Carter;
About the author
Douglas Higbee, University of South Carolina, Aiken, USA
