The Impacts of Ongoing Higher Education Legislation on University Instruction
Perspectives from an Anthropology Graduate Student in the State of Florida
Bibliographic Data
| ID | 2641537 |
|---|---|
| Authors | Emma Abell‐selby (0000-0002-3718-3635, University of South Florida, corresponding author), Emma Abell-Selby |
| Year | 2024 |
| Volume | 6 |
| Issue | 2 |
| Publication date | 2024-04-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Learning Anthropology (JOURNAL) |
| Journal identifiers | ISSN: 2641-4260 • E-ISSN: 2641-4260 |
| Publisher | California Digital Library (CDL) (PUBLISHER) |
| DOI | 10.5070/t36261717 |
| OpenAlex | W4394874376 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
In this essay, I reflect on my own experiences as a graduate student in applied anthropology working in the context of ongoing higher education legislation implemented under the DeSantis administration in the state of Florida. In particular, I focus on the ways Florida’s House Bill 7 and Senate Bill 266 have impacted my experiences as a graduate student teaching general education courses in anthropology. This commentary argues that these laws have promoted a culture of uncertainty and precarity by disrupting the academic freedoms of people in teaching positions, while potentially undermining critical and creative thinking in the classroom
Context (archaeology · Geography · Graduate education · Graduate students · Legislation · Pedagogy · Political science · Precarity · Sociology · State (computer science · Anthropology: Ethics, History, Culture · Law
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |