Academe Degree Zero brings together ten essays that identify and critically examine the key issues facing professionals in higher education today. These include the nature and limits of anonymity in academic discourse, the ways in which affiliation and prestige temper academic judgement, and the role of collegiality in academic life. Through numerous essays, edited books and journal issues, Jeffrey R. Di Leo's cross-disciplinary work has consistently been at the edge of current thinking and critical efforts to lay bare the reality of contemporary academic life. Academe Degree Zero provides a snapshot of academic identity and relations in a time of major technological and economic transformation and in the context of growing corporatisation of higher education.
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Jeffrey R. Di Leo is Dean of the School of Arts and Sciences and Professor of English and Philosophy at the University of Houston–Victoria. He is editor and founder of the critical theory journal symploke, editor and publisher of the American Book Review, president of the Southern Comparative Literature Association, and Executive Director of the Society for Critical Exchange. His books include Morality Matters: Race, Class and Gender in Applied Ethics (2002); Affiliations: Identity in Academic Culture (2003); On Anthologies: Politics and Pedagogy (2004); If Classrooms Matter: Progressive Visions of Educational Environments (2004, with W. Jacobs); From Socrates to Cinema: An Introduction to Philosophy (2007); Fiction’s Present: Situating Contemporary Narrative Innovation (2008, with R. M. Berry); Federman’s Fictions: Innovation, Theory, and the Holocaust (2010); Academe Degree Zero: Reconsidering the Politics of Higher Education (2012); and Humanities in Higher Education: Moving Beyond the Neoliberal Academy (2013).
"Jeffrey Di Leo's book provides an insightful and provocative look at many of the often-overlooked determinants of academic identity and life. His analyses are engaging, accessible, and always important. Di Leo goes after subjects that are central to academic life but are taken up with clarity, wit, and insight. I doing so, he provides the reader wit a range of penetrating comments about an extraordinary set of perspectives that extend from the nature of what it means for academics to be public intellectuals to the complex influence of prestige in academic life. Every student, administrator, faculty member, and anyone else concerned about higher education should read this book." -- Henry A. Giroux
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