Ph.D. Sociology, University of California, San Diego, 2000
M.A. Sociology, University of California, San Diego, 1997
Roderick A. Ferguson is the co-director of the Racialized Body research cluster at UIC. Prior to his appointment there, he was professor of race and critical theory in the Department of American Studies at the University of Minnesota, serving as chair of the department from 2009 to 2012. In the fall of 2013, he was the Old Dominion Visiting Faculty for the Council of the Humanities and the Center for African American Studies at Princeton University. In 2004, he was Scholar in Residence for the “Queer Locations” Seminar at the University of California’s Humanities Research Institute in Irvine, California. From 2007 to 2010, he was associate editor of the American Studies Association’s flagship journal American Quarterly. In the year 2000, he was awarded the Modern Language Association’s Crompton-Noll Award for Best Essay in Lesbian, Gay, and Queer Studies in the Modern Languages/Literatures for his essay “The Parvenu Baldwin and the Other Side of Redemption: Modernity, Race, Sexuality, and the Cold War." He is the co-editor with Grace Hong of the University of Minnesota Press book series Difference Incorporated. Also with Hong, he is the co-editor of the anthology Strange Affinities: The Gender and Sexual Politics of Comparative Racialization (2011). In addition, he is the author of The Reorder of Things: The University and Its Pedagogies of Minority Difference (2012), Aberrations in Black: Toward a Queer of Color Critique (2004), and numerous articles.
For an excerpt of The Reorder of Things, please click on the image below:
The dominant means of approaching the question of the academy has been to read it as a derivation of capitalist economic formations. Hence, we talk about the academy in terms of the corporate university,” the “neoliberal university,” the “knowledge factory,” and so on. With all that these expressions tell us about the ways in which the academy understands and articulates its relationship to knowledge, students, and faculty, they presume a flow of influence that the student movements seem to contradict. Indeed, the diverse social formations that made up the U.S. student movements suggest that the academy is not simply an entity that socializes people in the ideologies of political economy. In many ways, those movements point to an institution that socializes state and capital into emergent articulations of difference. Framed as such, the antiracist and feminist movements and the changes that they inspired in the American academy constitute a history that compels us to once again think the limits of economic narratives in theorizations of power...
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