This essay explores the socialist model of higher education that originates from early socialist and Marxist thinkers. We contrast this model with Western and Chinese models by focusing on the socialist model’s ideals of education as a public good, as free and equal access to instruction, and as a class-based approach to education. Our study of this model employs historical reconstruction and path-dependence analysis to understand the implementation and transformation of these ideals.  We discuss early Soviet experiments, the global influence of the model, and its evolution following the collapse of the Soviet Union in 1991. The model’s emphasis on state control, specialized training, and production of a skilled workforce is also highlighted. The essay concludes by acknowledging the model’s flaws, reflecting on the implications for contemporary higher education, and recognizing its contributions to ideas of social mobility, fair access, and the role of universities in societal development.

In 2014, hundreds of Kānaka Maoli (Native Hawaiian) came forward to assert unbroken Hawaiian sovereignty and reject a U.S. Department of Interior proposal that paved the way for federal recognition of a reorganized Native Hawaiian governing entity. Using Hawaiian methods of knowledge production to weave together contemporary and historical instances of Kānaka political resistance to U.S. imperialism and settler colonialism, Noelani Goodyear-Ka‘ōpua and Bryan Kamaoli Kuwada situate testimonies from these hearings within a longer genealogy of Kānaka assertions of ea (sovereignty, life, breath) against the prolonged U.S. military occupation of Hawai‘i.