For there to be winners, there have to be losers.
Truth is an act of love.
I’ve been writing about against the TEF forever. In order to celebrate yesterday’s TEF results, I thought I would see just how much I had written as a recognition that resistance may appear futile but what else are we going to do? The list of posts is given below, but there are three bits that stood out on re-reading, alongside the positions of UCU and NUS.
The lynchpin of our subordination: my availability for my students; my teaching preparation; my relationship to my precariously-employed peers; my turnaround times; my willingness to sit on committees; my NSS scores; my TEF scores; my REF scores; my on-line presence; my impact; my scholarly outputs; my innovation; my everything. My desperate everything, including the subordination of life to work, as a means for the internalised production of anxiety that will help me to re-produce the desires of the machine for productivity and intensity.
Anxiety, alienation, desire, competition, subordination. A machinic whole.
The TEF is likely: to increase casualisation; differentiate between teaching and research staff; generate further performance management; damage academic autonomy and freedom; enhance the risks of market exit, reinforce the link between employment/future earnings and league table metrics for subjects; and so on. Each of these issues damages not only the quality of teaching and learning, but also the relationships between teachers and students.
A key issue is where does our limited energy go in all this? Resisting on all fronts is an exhausting impossibility. Resisting whilst we try to live is also potentially exhausting. Can we resist where we have a lack of agency or control? How do we push back against the normalisation of metrics that feeds into the violence of aspiration, or the internalised desire to optimise our personal and familial outcomes, as they are set by the market?
How do we work collectively inside and across institutions, and between teachers and students, to refuse the TEF? Or must we simply attempt to occupy and recompose the TEF?
How do we build a movement against standardised testing and metrics-driven education? How do we recover our humanity through connection to other campaigns?
How do we connect our work inside institutions to other, concrete and local, social campaigns against austerity?
Elsewhere, Sally Hunt of UCU has stated:
‘If the government is serious about improving teaching quality it should improve the working conditions of the tens of thousands of teaching staff employed on insecure, often zero-hours contracts and the impact this has on students’ learning experience.’
Elsewhere, Sonia Vieru of NUS has written that:
We do not believe that the Teaching Excellence Framework accurately measures teaching quality. The NSS Boycott has shaken one of the core metrics of the Framework and exposed its manipulability and fragility. Students’ unions across eleven institutions have confirmed to NUS that they successfully lowered their fill out rate to below 50 per cent, rendering the data unusable for one year of the next TEF award.
The NSS Boycott has shown that mass student mobilisation around what some would have considered a complex policy issue is possible and effective. The widespread impact of the NSS Boycott campaign will go further than one year of data destabilisation. Thousands of students have taken part in the campaign and have demonstrated their opposition to an assessment regime which is carried out in students’ names, but not to our benefit or to the benefit of higher education as a whole.
The TEF and its results today have opened up a conversation about the quality of teaching across the sector: but it is not a conversation which has been for the good of students or higher education.
’cause we all need heart and we all need courage/In these times
In no particular chronological or thematic order, these are some of the things I have written. They focus upon policy, practice-based implications, resistance, the proletarianisation of the University, and the emotional impact on/of academic labour.