Mass Intellectuality of the Neoliberal State: Mass Higher Education, Public Professionalism, and State Effects in Chile

A new book by Nicolas Fleet

Palgrave Macmillan, 2021

Palgrave Studies on Global Policy and Critical Futures in Education

ISBN 978-3-030-77192-8

ISBN 978-3-030-77193-5 (eBook)

https://doi.org/10.1007/978-3-030-77193-5

From the Publisher:

This book engages with post-Marxist views on the productive and social transformations of post-industrial societies into cognitive capitalism. It provides extensive original analysis on the political roles that intellectual labour assumes in the post-bureaucratic organisation of the neoliberal state. It invigorates debates on state theory, cognitive capitalism, and student movements in Chile and Latin America.

In his book, Nicolas Fleet addresses the political effects of the massification of higher education and intellectual labor in the neoliberal state. Using the case of Chile, the author argues that public professionalism emerges in the mass university system, producing excesses of knowledge which infuse the state with political purpose at many levels. The emergence of the student movement in 2011, then the major social mobilization against the neoliberal state since the restoration of democracy in 1990, provided a clear manifestation of the politicization and ideological divisions of the mass university system. In conditions of mass intellectuality, public professionals mobilize their political affinities and links with society, eventually affecting the direction of state power, even against neoliberal policy. Through several interviews with academics, public professionals, and other documentary and statistical analyses, the book illustrates the different sites of political socialization and the ideological effectiveness of the emergent mass intellectuality of the neoliberal state.

Reviews:

“Fleet’s main contribution is to identify the key role played by a totally unexpected actor: a large mass of highly educated public servants, who are the product of the explosive expansion of education and for decades have also contested the neoliberal state from within.”

—Patricio Silva, Professor of Modern Latin American History, Leiden University, The Netherlands

“This highly original and readable study is going to re-invigorate debates on state theory and enliven current discourses on cognitive capitalism and the knowledge economy.  The author’s insightful investigation of the Chilean university student and secondary school student movements is eye-opening and vitally relevant to the current struggles in Chile and all of Latin America today.”

—Stefano Harney, Honorary Professor, Institute of Gender, Race, Sexuality and Social Justice, University of British Columbia, Canada

“Nicolas Fleet shows how a mass intelligentsia grew out of a segregated education system in the world’s only truly neoliberal state. His masterly account of the bureaucracy, of education and of the clientelistic party system, offers a highly original explanation of the explosions of youth protest that opened the way to an unprecedented national consensus for the refoundation of the state in a Constitutional Assembly.”
—David Lehmann, Emeritus Reader in Social Science and former Director of the Centre of Latin American Studies, University of Cambridge, UK

The Author:

Nicolas Fleet is Dean of Social, Legal and Economic Sciences at the Universidad Católica Silva Henríquez, Chile. He received his PhD in Sociology from the University of Cambridge, UK. His research focuses on political sociology and higher education.

For more information and Table of Contents, see: https://link.springer.com/book/10.1007/978-3-030-77193-5

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Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value

Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value

A new book by John Preston

New York: Routledge

https://doi.org/10.4324/9781003081654

eBook ISBN9781003081654

ABSTRACT

Using Marxist critique, this book explores manifestations of Artificial Intelligence (AI) in Higher Education and demonstrates how it contributes to the functioning and existence of the capitalist university.

Challenging the idea that AI is a break from previous capitalist technologies, the book offers nuanced examination of the impacts of AI on the control and regulation of academic work and labour, on digital learning and remote teaching, and on the value of learning and knowledge. Applying a Marxist perspective, Preston argues that commodity fetishism, surveillance, and increasing productivity ushered in by the growth of AI, further alienates and exploits academic labour and commodifies learning and research. The text puts forward a solid theoretical framework and methodology for thinking about AI to inform critical and revolutionary pedagogies.

Offering an impactful and timely analysis, this book provides a critical engagement and application of key Marxist concepts in the study of AI’s role in Higher Education. It will be of interest to those working or researching in Higher Education.

The book is free to read on Creative Commons, @ https://www.taylorfrancis.com/books/oa-mono/10.4324/9781003081654/artificial-intelligence-capitalist-university-john-preston

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Education, Equality and Human Rights – Mike Cole – Book Launch

Education, Equality and Human Rights

 

 

 

 

 

 

BOOK LAUNCH

Education, Equality and Human Rights: Rights: Issues of Gender, ‘Race’, Sexuality, Disability and Social Class – Edited by Mike Cole

Professor Mike Cole, is a Professor of Education at the University of East London, UK

This event will be held at: The Cass School of Education and Communities, Room RB.G.13, Stratford Campus, University of East London, Water Lane, London, E15 4LZ

On: 31 January 2018, at 17.00-19.00

 

 

The fourth edition of Education, Equality and Human Rights has been fully updated to reflect the economic, political, social and cultural changes in educational and political policy and practice, as austerity continues and in the light of the EU referendum. Written by a carefully selected group of experts, each of the five equality issues of gender, ‘race’, sexuality, disability and social class are covered as areas in their own right as well as in relation to education.

Key issues explored include:

• Human rights, equality and education
• Women and equality, historically and now
• Gender and education perspectives throughout time
• Racism in the UK from the Empire to the present
• Racism and education from imperial times to the May government
• The making and remaking of sexualities
• The challenges surrounding teaching and learning about sexuality in schools
• The struggle for disability equality
• Inclusive education
• Social class, Marxism and socialism
• Social class inequality and education.

With an uncompromising and rigorous analysis of education and human rights and a foreword from Professor Peter McLaren, Education, Equality and Human Rights is an essential resource across a wide range of disciplines and for all those interested in education, social policy and human rights.

 

Mike Cole is Professor of Education at the University of East London, UK.

His latest books are Racism: A Critical Analysis (2016); Critical Race Theory and Education: A Marxist Response, Revised Second Edition (2017), and New Developments in Critical Race Theory and Education: Revisiting Racialized Capitalism and Socialism in Austerity (2017).

 

The Contributors:

Simon Forrest is Professor of Social Sciences in Medicine and Head of the School of Medicine, Pharmacy and Health at Durham University. He has a background in school teaching and research related to young people’s sexual lifestyles, risks, relationships and identities. He has co-authored a book supporting teaching about homosexuality in the context of schools, Talking About Homosexuality in the Secondary School (AVERT, 1997), and has since published numerous papers and other articles in the field of young people’s sexual attitudes and lifestyles. He is Chair of the Board of Trustees at AVERT, a leading global AIDS charity, and contributes to local and national initiatives aiming to support boys and young men.

Jane Kelly taught Art History and Women’s Studies at Kingston University until she retired in 2002. Since then she has been involved in Southwark Day Centre for Asylum Seekers which has three day centres, each open one day a week. In addition, she has recently rejoined the Labour Party.

Alpesh Maisuria is a Senior Lecturer with an expertise in social class and educational policy. His current research is based on the neoliberalisation of education in England, drawing upon Marxism and critical realism to understand these developments as ideologically driven. He also has an interest in Swedish social democracy and communism and education policy. He is also Deputy Editor of the Journal for Critical Education Policy Studies (JCEPS).

Jane Martin is Professor of Social History of Education at the University of Birmingham. Her first book, Women and the Politics of Schooling in Victorian and Edwardian England, won the History of Education Society (UK) Book Prize in 2002. She has published widely in various international journals in the field of gender and education, history of education, sociology of education and women’s history. She is joint editor of the Routledge Progressive Education Series. Her most recent book is Making Socialists: Mary Bridges Adams and the Fight for Knowledge and Power, 1855–1939 (Manchester University Press, 2013). Future publications include Gender and Education in England since 1770: A social history to be published in the Palgrave Macmillan Gender and Women’s History Series in 2018; and a biography of author, teacher and socialist Caroline Benn (1926–2000).

Peter McLaren is Distinguished Professor in Critical Studies, College of Educational Studies, Chapman University, where he serves as Co-Director of the Paulo Freire Democratic Project and International Ambassador for Global Ethics and Social Justice. He is also Honorary Chair Professor at Northeast Normal University, China, where he serves as Honorary Co-Director of the Center for Critical Pedagogy Research. Professor McLaren is the author and editor of 45 books, and his writings have been translated into 30 languages.

Richard Rieser is a disabled teacher, trainer, writer, speaker, campaigner, film maker, and an international advocate/consultant for inclusive education and disability equality in many countries around the world. He runs World of Inclusion Ltd (www.worldofinclusion.com). As a disabled teacher, Richard taught for 25 years in primary, secondary, FE, and lastly as an Advisory Teacher for Inclusion in the London Borough of Hackney. After this he became full-time Director of the charity Disability Equality in Education, which trained over 120,000 education professionals. All Richard’s work is prompted by disability equality, inclusion and the social model of disability. Richard was UKDPC representative at the Ad hoc Committee framing the UN Convention on the Rights of Persons with Disabilities. He is author of the only handbook on implementing Article 24: Inclusive Education, for the Commonwealth. He has held many positions, including UK Rep on the European Disability Forum from 2004 to 2012, Chair of the Alliance for Inclusive Education and Vice Chair of Council for Disabled Children for 12 years and on various UK government committees. He is Coordinator of UK Disability History Month (www.ukdhm.org). Recently, World of Inclusion won an award at the Zero Conference, 2016 for a series of anti-disablist bullying films

Education, Equality and Human Rights

 

 

 

 

 

 

 

 

 

 

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Journal for Critical Education Policy Studies – Volume 15 Number 3, December 2017

Glenn Rikowski

 

This is the latest issue of Journal for Critical Education Policy Studies. It includes my article Privatisation in Education and Commodity Forms.

 

 

 

 

Volume 15 Number 3 – December 2017

 

Ravi Kumar
Consensualised Reproduction and Fascisation of Society: Critical Pedagogy in Times of Despair

 

Glenn Rikowski
Privatisation in Education and Commodity Forms

 

Mike Cole
‘A bright future’ for ‘something new and highly significant’ or a bit of a damp squib?: (neo-) Marxist reflections on recent theoretical developments in ‘BritCrit’ in the journal Race, Ethnicity and Education

 

Oskar Szwabowski
Paulina Wężniejewska
An (co)autoethnography story about going against the neoliberal didactic machine

 

Sezen Bayhan
Ayşe Caner 
Schools in the Nexus of Neoliberal Urban Transformation and Education Policy Change

 

Chris Holligan
Corporate Schooling and Decorative Metrics: The Iconography of Academy School Chains in England

 

Dhammika Jayawardena 
The “MacBurger”, Non-State Universities and the Changing Landscape of Higher Education in Sri Lanka

 

Steve Hanson
Language, juridical epistemologies and power in the new UK university: Can alternative providers escape?

 

Cecilia Rikap 
The Differentiated Market-University: is commodification equally affecting all universities?

 

Joseph Cunningham
Rhetorical Tension in the Bureaucratic University

 

Fernando Murillo
Ideology, Curriculum & The Self: The psychic rootedness of ideology and resistance in subjectivity

 

Carl Parsons
Kaia-Marie A. Bishop
Book Review: Mike Cole (2016)Racism: a Critical Analysis. London: Pluto Press.

 

 

Journal for Critical Education Policy Studies: http://www.jceps.com

 

***END***

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Dave Hill

 

International Conference on Critical Education VIII

ICCE 8

University of East London, Stratford, London, England

25^th – 28^th July 2018

Critical Education and Activism Against Neoliberalism / Authoritarian Neoconservatism in Education, State and Society

The International Conference on Critical Education (ICCE), previously held in Athens (2011, 2012), Ankara (2013), Thessaloniki (2014), Wroclaw, Poland (2015), London (Middlesex University) (2016) and Athens (2017) is a forum for scholars, educators and activists committed to social and economic justice.  The 8th ICCE: Critical Education and Activism Against Neoliberalism/ Authoritarian Neoconservatism in Education, State and Society will take place at University of London (UEL), London, 25-28 July 2018.

At a time of economic crisis, when education is under siege by neoliberal capitalism and by neo-conservatism and aggressive nationalism, when teachers and academics are being proletarianized, youth criminalized, civilised and caring societies being stripped of welfare and benefits and rights, schools and universities turned into commodities, at such a time, critical education, as a theory and as a movement, as praxis, is clearly relevant. International communities of critical educators and activists are working together, and with other movements, to build active resistance to these processes and are engaged in fostering educational and social change leading to a more just, equal and fair society.

The current economic, social, and political crisis, that has been ongoing for 30 years, is manifesting more deeply in education on a global scale. The crisis- part of, and resulting from, dominant neoliberal and neoconservative politics that are implemented and promoted internationally as ‘the only solution’, under the slogan ‘there is no alternative’ (TINA), have substantially redefined the sociopolitical and ideological roles of education. Public education is shrinking. It loses its status as a social right. It is projected as a mere commodity for sale while it becomes less democratic, de-theorised, de-critiqued.

Understanding the causes of the crisis, the particular forms it takes in different countries and the multiple ways in which it influences education, constitute important questions for all those who do not limit their perspectives to the horizon of neoconservative, neoliberal and technocratic dogmas. Moreover, the critical education movement has the responsibility to rethink its views and practices in light of the crisis, and in the light of social, political and educational resistance in different countries – and the paths that this crisis opens for challenging and overthrowing capitalist domination worldwide.

The International Conference on Critical Education (ICCE) – regularly attended by between 300 and 400 participants, provides a vibrant and egalitarian, non-elitist, platform for scholars, educators, activists, students and others interested in critical education and in contesting the current neo-liberal/ neo-conservative/ nationalist hegemony, to come together and engage in a free, democratic and productive dialogue. At this time of crisis when public education is under siege by neoliberalism, neo-conservatism and nationalism, we invite you to submit a proposal and to attend the Conference. We especially welcome new and emerging scholars / scholar-activists.

 

Speakers invited include:

Grant Banfield (Australia)

Dennis Beach (Sweden)

Sara Carpenter (Canada)

Hana Cervinlova (Poland)

Polina Chrysochou (Greece /UK)

Christian Chun (USA)

Alessio d’Angelo (UK)

Sandra Delgado (Canada/ Colombia)

Mustafa Durmus (Turkey)

Agnieszka Dzieminowicz-Bak (Poland)

Gail Edwards (UK)

Ramin Farahmandpur (USA)

Derek Ford (USA)

Nathan Fretwell (UK)

Panayota Gounari (USA)

George Grollios (Greece)

Carly Guest (UK)

Julia Hall (USA)

Dave Hill (UK)

Lee Jerome (UK)

Wei Jin (Peoples Republic of China)

Gianna Katsiampoura (Greece)

Nurcan Korkmaz (Turkey)

Ravi Kumar (India)

Alpesh Mairsuira (UK)

Tristan McCowan (UK)

Gyuri Meszaros (Hungary)

Louise Prendergast (UK)

Lotar Rasinski (Poland)

John Rice (Australia)

Glenn Rikowski (UK)

Leena Robertson (UK)

Juan R. Rodriguez (Spain)

Wayne Ross (Canada)

Rachel Seoighe (UK)

Kostas Skordoulis (Greece)

Spyros Themelis (UK)

Tamas Toth (Hungary/Poland)

Paolo Vittoria (Italy)

Josefine Wagner (Poland)

Terry Wrigley (UK)

Ahmet Yidiz (Turkey)

 

Conference Organisers: Dave Hill (Institute for Education Policy Studies) and Alpesh Maisuria (University of East London)

Contact: dave.hill@ieps.org.uk

 

See the website: http://www.icce2018.wordpress.com/

 

UEL Stratford

 

 

 

 

***END***

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Provocative Pedagogies

PROVOCATIVE PEDAGOGIES: PERFORMATIVE TEACHING AND LEARNING IN THE ARTS

School of Fine & Performing Arts, University of Lincoln, UK 
14 October 2017

 

 

Organisers:

Dr Lee Campbell, Lecturer in Fine Art, University of Lincoln, UK
Lisa Gaughan, Director of Teaching & Learning and Senior Lecturer, University of Lincoln

Keynote: Fred Meller, Senior Lecturer, Performance:  Design & Practice, Central Saint Martins, University of the Arts, London

PROVOCATIVE PEDAGOGIES: PERFORMATIVE TEACHING AND LEARNING IN THE ARTS is an international conference exploring the possibilities of the emerging field of ‘performative pedagogy’ and its potential as useful and applicable to enabling learning across a range of artistic and possibly other disciplines.

We welcome submissions from individuals and groups across all creative disciplines who deploy pedagogic approaches with an emphasis on performativity to drive learning. We invite papers, provocations and practical demonstrations that showcase good practice of making positive usage of performative teaching and learning.

Submitting a proposal:
We welcome proposals for 15-20 minute papers and practical workshops (to last up to 1 hour).

Please use the following format for proposals:
•            Name, institutional affiliation, contact details
•            Title of paper or workshop
•            250-word paper summary (max 1 page A4)
•            50-word contributor biography

Send proposals as a Word doc by email to Dr Lee Campbell, lcampbell@lincoln.ac.uk  and Lisa Gaughan, lgaughan@lincoln.ac.uk

Deadline: Friday 30^th June 5pm. Notification of successful applicants: 2^nd week of  July 2017

All abstracts will undergo a peer review process to ensure quality and relevance to conference theme and ambition.

 

Notes on organisers and keynote speaker:

Dr Lee Campbell is an artist, curator and academic. His practice plays with the parameters of contemporary art that draw attention to the performative and the participative within an art historical vernacular and seeks to theorise, articulate and demonstrate how we may construct meaning between politics of space and the politics of artist articulated through visual and verbal languages. He is very interested in pedagogical approaches which prioritise performative tactics.

Fred Meller’s research interests lie in the process of making performance as a dialogical design practice. Specifically, how the principles and characteristics of Performance can be used to interrogate, explore and expand the nature of teaching and learning in the subject area.  In particular, she has been researching disruptive pedagogy and relationships of power in teaching and learning and design practice.

Lisa Gaughan is the Director of Teaching and Learning for the School of Fine & Performing Arts University of Lincoln. She has worked at the University of Lincoln for 12 years and taught across a number of Degree Programmes. She has a background in Community Theatre and Student Engagement Initiatives. She recently led a project on Students’ Engagement in Curriculum Design which she will be presenting on at the National HEA Conference in Manchester in July 2017.

 

***END***

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

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Volumizer: http://glennrikowski.blogspot.com

By Robert White

 

 

Pedagogy of Hate

Mike Neary

 

Cass School of Education and Communities Seminar

Date: Monday 12 June 2017, 16.00-18.00

Venue: Room ED2.03, The Cass School of Education and Communities, University of East London, Stratford Campus, London E16 4LZ

Convenor: Dr. Rhiannon Firth

 

Seminar title: Pedagogy of Hate

Seminar speaker: Professor Mike Neary, Professor of Sociology, School of Social and Political Sciences, The University of Lincoln

 

Abstract

The paper recovers the concept of hate as a critical political category. Not a personal, psychological or pathological hate, but a radical hate for what capitalist civilisation has become. Radical hate is set alongside radical love so the dynamic of negative dialectics can be put in motion. This exposition of radical hate is elaborated through a critical engagement with the work of Peter McLaren, a significant figure in the field of critical pedagogy, whose recent work has called for a pedagogy of resurrection based on the affirmation of holy love, Christian socialism and the life of historical Jesus. The paper provides studies of how negative dialectics can move within higher education, as ‘Student as Producer’, the Social Science Centre, Lincoln and as a co-operative university.

 

Mike Neary is Professor of Sociology at the University of Lincoln in the School of Social and Political Sciences.

 

Readings

Neary, Mike (2017) Pedagogy of Hate. Pre-print of article to appear in Policy Futures in Education: http://eprints.lincoln.ac.uk/26793/3/__network.uni_staff_S2_mneary_Pedagogy%20of%20Hate.pdf

Neary, Mike & Saunders, Gary (2016) Student as Producer and the Politics of Abolition: making a new form of dissident institution. Critical Education http://ices.library.ubc.ca/index.php/criticaled/article/view/186127

 

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Reading Capital: Wealth In-Against-And Beyond Value – John Holloway in Lincoln

John Holloway

Research in Critical Education Studies (RiCES)

School of Education

University of Lincoln

Brayford Pool

16 June 2017
1:00-4:00pm
Room: Minerva Building, MB1012

Professor John Holloway will be speaking about his new work, ‘Reading Capital: wealth in-against-and-beyond value’ at the University of Lincoln, on 16th of June.

John’s reading and writings on Marxist social theory are highly influential as a way of rethinking Marx in terms of ‘Change the World Without Taking Power’ (2005) and abolishing the social relations of capitalist production through acts of resistance, as ways to ‘Crack Capitalism’ (2010). In this new work, ‘Reading Capital’ John points out that Capital does not start with the commodity, as Marx and probably all commentators since Marx have claimed. It actually starts with wealth: “The wealth of societies in which the capitalist mode of production prevails appears as an ‘immense collection of commodities’ …” Seeing wealth and not the commodity as the starting point has enormous consequences, both theoretically and politically. To say that Capital starts not with the commodity but with wealth is both revolutionary and self-evident. The challenge is to trace this antagonism through the three volumes of Marx’s Capital. This is the theme of the talk.

Free Buffet lunch is included.

Register for this event: https://www.lincoln.ac.uk/home/campuslife/whatson/eventsconferences/crack-capitalism.html

Research in Critical Education Studies (RiCES): https://criticaleducation.blogs.lincoln.ac.uk/

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Marx’s Grave

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Books Launch – Two New Books by Professor Mike Cole

BOOKS LAUNCH – TWO NEW BOOKS BY PROFESSOR MIKE COLE

 

Critical Race Theory and Education: a Marxist Response (Revised 2^nd Edition)

And

New Developments in Critical Race Theory and Education: Revisiting Racialized Capitalism and Socialism in Austerity

Both books are published by Palgrave Macmillan: Marxism and Education Series – https://www.palgrave.com/br/series/14811

Professor Mike Cole (ICPuP)

Cass School of Education and Communities

University of East London

Stratford Campus, UEL, ED.2.02

25 May 2017

17:00-19:00

With an introduction from Professor John Preston (University of East London)

The books address the nature of Critical Race Theory, including its origins, its varieties and its major strength. This is accompanied by a Marxist critique. Particular attention is paid to two of CRT’s major tenets, its prioritising of “race” over class and its use of “white supremacy”. Also discussed is the perceived decline of “BritiCrit.” Racialized neoliberal capitalism in the era of austerity and immiseration is also addressed as are CRT and Marxist visions of the future. With respect to educational practice, there is a consideration of multicultural and antiracist education in the UK and the US, and of CRT and Marxist suggestions for classroom practice. Moving to the global perspective, it is argued that the world has become polarised and that while discussion of democratic socialism has become more mainstream, fascistic rhetoric and narratives and neo-fascism are becoming normalised. Anything, it is concluded, is now possible.

The launch will be followed by a beer and wine reception

RVSP: Diane Sharrier @ D.Sharrier@uel.ac.uk

Dr Mike Cole is Professor in Education, University of East London, Emeritus Research Professor in Education and Equality, Bishop Grosseteste University, Lincoln and Visiting Research Fellow, Centre for Social Sciences, Zaman University, Phnom Penh, Cambodia. His other recent and forthcoming books include Racism: A Critical Analysis (Pluto Press, 2016) and the edited collection, Education, Equality and Human Rights: Issues of Gender, “Race”, Sexuality, Disability and Social Class 4^th Edition (Routledge, forthcoming, 2017).

Mike Cole

 

 

 

 

 

 

 

***END***

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Education from Brexit to Trump … Corbyn and Beyond?

EDUCATION FROM BREXIT TO TRUMP … CORBYN AND BEYOND?

Marxism and Education: Renewing Dialogues (MERD – 19) Seminar

This coming Wednesday 3^rd May 2017

10am-4pm

University of East London

Stratford Campus

Cass School of Education

Room ED4.02

At this 19^th MERD seminar on Wednesday, we will review the emergent contemporary crises of capitalism. In this context, we will focus on education and educating across the social spectrum of institutional and wider social formation to progress class struggle, critique and action. Our four speakers have provided the following blurbs about their presentations:

 

Tony Green (UCL Institute of Education)

Educating the Educators and the Emergent Secular Crises of Contemporary Capitalism: From Brexit to Trump and Corbyn … to Snap Election … and Beyond?

The introduction aims to draw attention to a collection of issues and themes likely to occupy us during the day.  The broad and open-ended agenda is intended to be suggestive of potentially ‘educative’ contexts about how exchange values dominate use values, and where systemic shifting of value and power upwards in support of structures of global oligarchy and plutocratic elite class hegemony, is concurrent with ongoing secular crises of capitalism.   Is the apparent ever-rising tide of ‘prosperity’ contributing to human emancipation and flourishing?  We need to address the global capitalist system, and metabolism in its, tensions and contradictions, with complex and dynamic ramifications at local, regional, national and international levels.  The aim of these introductory remarks is to remind ourselves of current events and possible underlying dynamics that set analytic, strategic and tactical challenges… not least, the performative … during these ever-interesting times. Huge and urgent questions have to be addressed in specific and local contexts: Are all the cards being thrown into the air?  Are there inbuilt legitimation crises playing out across the institutional forms of politics? What are the prospects for the anthropocene? Time to act … now! What is to be done…?

 

Hillary Wainwright (Red Pepper Magazine Editor)

The importance of practical knowledge to the possibility of a new politics from the left

I’ll draw on themes associated with socialist humanist work of Gramsci, Williams and, Thompson, and against a background of recognising that evocations of the organised working class were thwarted too many times, including by leaderships that did not actually believe in the capacity of the supporters, to convince me. Radical social change is surely more than workplace organisation, radical leadership and a conventional political party of the left.  

 

Terry Wrigley (Visiting Professor at Northumbria University, editor International Journal Improving Schools, and co-coordinator of the Reclaiming Schools network)

England is an epicentre and laboratory for neoliberal education policy in advanced economies, with a unique mix of neoconservative ingredients. It has the tightest accountability framework (tests, league tables, Ofsted, performance pay etc.), extensive privatisation, a curriculum which systematically excludes critical social knowledge, and hegemonic discourses around ‘choice’, ‘standards’, ‘leadership’ and ‘social mobility’. 

For critical educators, the pressing challenges include:

• Making critical theory and research knowledge available to a teaching profession increasingly restricted to short-term pragmatics;
• Rethinking curriculum, assessment and pedagogy beyond binaries of ‘academic / vocational’ and ‘knowledge / practice’;
• Protecting spaces for critical understanding and creativity; 
• Critiquing the distortions of ‘social mobility’ and ‘closing the gap’ in socially just ways;
• Finding educative responses to the social futures facing young people (Austerity, precarity, migration, militarism). 

 

Richard Hall (De Montfort University)

On the alienation of academic labour and the possibilities for mass intellectuality

As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students, encumbered by precarious employment, overwhelming debt, and new levels of performance management, are shorn of any autonomy. Increasingly the labour of those academics and students is subsumed and re-engineered for value production, and is prey to the vicissitudes of the twin processes of financialisation and marketization. At the core of understanding the impact of these processes and their relationships to higher education is the alienated labour of the academic, as it defines the sociability of the University. This paper examines the role of alienated labour in academic work, and relates this to feelings of hopelessness, in order to ask what might be done differently. The argument centres on the role of mass intellectuality, or socially-useful knowledge and knowing, as a potential moment for overcoming alienated labour.

—

Organised by Tony Green and Alpesh Maisuria

The seminar is free and open to all, no registration required. Please circulate widely and feel free to attend as much of the day as you possibly can.

Stratford campus is walkable from the nearest stations: Stratford (TfL line) / Stratford International, and Maryland (TfL line).

More travel information can be found here: https://www.uel.ac.uk/About/Finding-us

 

***END***

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

 

 

PRESENTATIONS @ ACADEMIA

Dr. Glenn Rikowski

PRESENTATIONS @ ACADEMIA

 

I have recently uploaded a number of Presentations and Presentation Notes to Academia.

These are as follows:

 

 

 

 

Crises, Commodities and Education: Disruptions, Eruptions, Interruptions and Ruptions (Presentation): https://www.academia.edu/29675223/Crises_Commodities_and_Education_Disruptions_Eruptions_Interruptions_and_Ruptions_Presentation_

Crises in Education, Crises of Education (Presentation): https://www.academia.edu/29674786/Crises_in_Education_Crises_of_Education_Presentation_

Education and Crisis (Presentation): https://www.academia.edu/29681835/Education_and_Crisis_Presentation_

Crisis and Education (Presentation): https://www.academia.edu/29674444/Crisis_and_Education_Presentation_

The Seed: Critical Educators for Social Transformation (Presentation): https://www.academia.edu/29718073/The_Seed_Critical_Educators_for_Social_Transformation_Presentation_

Higher Education in Crises of Capital and Labour (Presentation Notes): https://www.academia.edu/29737945/Higher_Education_in_Crises_of_Capital_and_Labour_Presentation_Notes_

Value, Labour Power and Gender Inequality in the Capitalist Labour Market (Presentation): https://www.academia.edu/29675727/Value_Labour_Power_and_Gender_Inequality_in_the_Capitalist_Labour_Market_Presentation_

Rethinking Higher Education: Students As Producers Against the Culture Machine (Presentation): https://www.academia.edu/29717220/Rethinking_Higher_Education_Students_As_Producers_Against_the_Culture_Machine_Presentation_

Capitalisation by Stealth: The Business Takeover of Schools in England (Presentation): https://www.academia.edu/29673995/Capitalisation_by_Stealth_The_Business_Takeover_of_Schools_in_England_Presentation_

Ten Points on Marx, Class and Education (Presentation): https://www.academia.edu/29713518/Ten_Points_on_Marx_Class_and_Education_Presentation_

Adventures in Marxism and Education: An Autobiographical Report (Presentation): https://www.academia.edu/29696961/Adventures_in_Marxism_and_Education_An_Autobiographical_Report_Presentation_

The Business Takeover of Schools in England (Presentation): https://www.academia.edu/29696101/The_Business_Takeover_of_Schools_in_England_Presentation_

Karl Marx’s Social Time (Presentation): https://www.academia.edu/29674114/Karl_Marxs_Social_Time_Presentation_

The Evolution of Federations of Schools in England (Presentation): https://www.academia.edu/29695981/The_Evolution_of_Federations_of_Schools_in_England_Presentation_

Education Rights in Global Capitalism Today (Presentation): https://www.academia.edu/29695869/Education_Rights_in_Global_Capitalism_Today_Presentation_

Profits in Chains? The Capitalisation of Schools in England and the White Paper (Presentation): https://www.academia.edu/29694955/Profits_in_Chains_The_Capitalisation_of_Schools_in_England_and_the_White_Paper_Presentation_

Night Thoughts on the Education White Paper (Presentation): https://www.academia.edu/29694841/Night_Thoughts_on_the_Education_White_Paper_Presentation_

New Labour, the Knowledge Economy and Education (Presentation): https://www.academia.edu/29684663/New_Labour_the_Knowledge_Economy_and_Education_Presentation_

The Business Takeover of Schools: Exploring Explanations (Presentation Notes): https://www.academia.edu/29698427/The_Business_Takeover_of_Schools_Exploring_Explanations_Presentation_Notes_

 

To see the full list of Presentations and Presentation Notes, and further details, go to: https://independent.academia.edu/GlennRikowski/Presentations

 

To see all my postings to Academia, go to: http://independent.academia.edu/GlennRikowski

 

To see my posting at ResearchGate, go to: http://www.researchgate.com/profile/GlennRikowski

 

 

Reviewing Our History and Making Plans: The Social Science Centre – Lincoln

Social Science Centre

REVIEWING OUR HISTORY AND MAKING PLANS

THE SOCIAL SCIENCE CENTRE

LINCOLN

Saturday 27th August 2016

10.00 – 4.00

St. Swithin’s Community Centre

Croft Street

Lincoln

LN2 5AZ

 

Location: https://goo.gl/5Q5NNl

St. Swithin’s Community Centre: http://www.stswithinscroftstreet.org.uk/

 

The Social Science Centre (SSC), Lincoln is hosting an event to look back at its activities since it was founded in 2011 and to make plans for its future.

 

10:00–12:00: SSC on Reflection, 2011–2016 (SSC members only)

 

A chance for all past and present members of the Social Science Centre to reflect on their experiences in the Centre, our activities, roads we have not taken, changes we should make and hopes for the future. Highlights to be shared with others later in the day.

 

12:30–1:30: Lunch (Public, everyone welcome)

 

Please join us for lunch!

 

1:30–4:00: Co-operative Higher Education in Lincoln (Public, all welcome)

 

Ideas and making plans for the term/year. It has already been suggested we run courses on Brexit and the co-operative movement in Lincoln and the UK

 

What is the SSC?

The SSC  organises higher education that explores the everyday experiences of its members – who are both students and teachers – through concepts and ideas developed in the social sciences. This includes making critical sense of social problems (like ‘austerity’, racism and nationalism or the privatisation of schools) and important local and global events like ‘Brexit’, learning how they affect us and how we might have an effect on them. Our past courses – The Social Science Imagination, Co-operation and Education, and Know How: Do-It-Ourselves Higher Education – all offered different approaches to this learning.

We are a co-operative organisation that is owned and run by our members. This means that we not only have an experience of higher education, but can decide together what this education should be, how it works and why it matters. All our members can help run the Centre by taking part in democratic decision-making processes and collective ownership and responsibility. No one pays for learning or gets paid for teaching at the SSC because we do not believe knowledge should be for sale. Members with financial means make small monthly contributions to the co-operative to pay for room hire and other running costs.

For more information about the SSC, visit our website: http://socialsciencecentre.org.uk

 

***END***

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski