Issue 101: Winter 2009

Performing the Global University

By Eng-Beng Lim on January 7, 2010
Abstract: This essay considers the phenomenon of the global university, particularly the trend of setting up satellite campuses, or "outposts," in Asia and the Middle East. It tracks the global university as part of the Western university's international knowledge system and its connection to both colonial legacies and transnational capital. Joining conversations about the university's rabid corporatization, the essay uses the arts, and particularly the theater department, as a case study of how the bifurcation of professional training and scholarship, form and content, theory and practice may be deployed in the service of university transnationalism. Theater's "Edifice Complex" (the rampant infrastructural expansion of theater facilities and MFA-driven ethos since the late 1960s) is comparable to the global university's "Outpost Complex" (the construction of overseas campuses geared toward professional degrees amid billion-dollar architectural projects in Dubai and Abu Dhabi). The history of theater's institutional formation points to its complicity or vulnerability to the capitalist regime of the global university. This means that we have to view its disciplinary fissures, both past and present, as a corollary of institutional corporatization, and heed the call for a more sincere alliance between theater and performance studies. The essay is also a call for the arts and humanities in general to confront the market and global logics of knowledge production; it argues that we have to link a critique of epistemic recidivism in disciplinary formations to an institutional critique of university neocolonialism in the corporate ventures and values of the global university.
At a drama studies program review meeting, the chair wielded a fact sheet crafted by the program's founders in the late 1960s emphasizing the importance of producing scholars and artists. As the question of form is integral to the production of knowledge or content in theater's disciplinary structure, such an objective appears rather agreeable and necessary. But the bifurcation of form and content started to rear its ugly head when it became evident that reconfiguring the program would require diversifying the curriculum beyond its Eurocentric and practice-heavy focus. "But what about Ibsen and Chekhov?" one senior faculty member cried, even though those playwrights were already duplicated in several classes. "The students need to know their own culture." That included Shakespeare, whose standing was so unshakeable it was simply a core requirement. With cursory acknowledgment of global frameworks, the small department voted in a class titled Non-Western Theater History and Practice as a kind of antidote for its Western bias, and reinforced offerings in playwriting, acting, and production based on the European and U.S.-American repertory.

Read More

Leave a comment