"Tracing the rise of academic memoir to anxieties about the status of cultural theory, Academic Lives gives the genre the critical recognition and comprehensive survey it deserves. Cynthia Franklin is unsparing in her critique of the academic memoir’s tendency to substitute individual feeling for institutional analysis, but her ultimate goal is to show the genre’s potential for reshaping the humanities and public intellectual discourse. Academic Lives is indispensable reading not only for those interested in memoir but for those interested in the future of the university."
—Ann Cvetkovich, author of An Archive of Feelings: Trauma, Sexuality, and Lesbian Public Cultures
"Franklin reads several celebrated academics’ memoirs with an eye to the fit between the explicit politics of the authors’ critical and theoretical writing and the implicit politics of their life writing. Her incisive and insightful analysis puts the idea that the personal is political to an original and illuminating test."
Since the early 1990s, there has been a proliferation of memoirs by tenured humanities professors. Although the memoir form has been discussed within the flourishing field of life writing, academic memoirs have received little critical scrutiny. Based on close readings of memoirs by such academics as Michael Bérubé, Cathy N. Davidson, Jane Gallop, bell hooks, Edward Said, Eve Sedgwick, Jane Tompkins, and Marianna Torgovnick, Academic Lives considers why so many professors write memoirs and what cultural capital they carry. Cynthia G. Franklin finds that academic memoirs provide unparalleled ways to unmask the workings of the academy at a time when it is dealing with a range of crises, including attacks on intellectual freedom, discontentment with the academic star system, and budget cuts.
Franklin considers how academic memoirs have engaged with a core of defining concerns in the humanities: identity politics and the development of whiteness studies in the 1990s; the impact of postcolonial studies; feminism and concurrent anxieties about pedagogy; and disability studies and the struggle to bring together discourses on the humanities and human rights. The turn back toward humanism that Franklin finds in some academic memoirs is surreptitious or frankly nostalgic; others, however, posit a wide-ranging humanism that seeks to create space for advocacy in the academic and other institutions in which we are all unequally located. These memoirs are harbingers for the critical turn to explore interrelations among humanism, the humanities, and human rights struggles.
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