한 미국적 실험의 종결: 대학 교육에서의 수월성과 평등성
A Closure of an American Experiment, the General College: Excellence vs. Access in Higher Education
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Abstract
Hyang-Jin JungThis paper examines the closing process of the General College, University of Minnesota, of which decision was made in the spring of 2005. The General College was established in 1932 with a specifically progressive goal for educational equality. It admitted students who had been traditionally unserved by the research university for their less than favorable academic credentials yet were thought of as having potentials to grow. Many of those students were from lower social class, racial and ethnic minority, inner-city, and rural backgrounds. When the University of Minnesota Strategic Planning and Positioning Committee proposed the elimination of the General College, the fate of the college was hotly debated both within the university and the state at large. The debate centered around the issues of access and excellence in higher education, resulting in a fierce battle of local politics between the supporters of the Strategic Planning and of the General College. However, the Board of Regents approved the Strategic Planning including its proposal of closing the General College.The purpose of this study is, first, to examine the insiders' perspectives about the General College and the local politics regarding its closure; second, to point to some of the possible structural forces that pushed the closure of the General College; and third, to understand the implications of this American case for higher education in the global age. The primary data were the General College records of the decision-making process, compiled and archived by the University of Minnesota library. Special attention was paid to memos, emails, letters, and newspaper articles which were internally circulated in the General College during the critical time.
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