Episode 6: in which I blather on about care, material relations, and the fact that being kettled is a pain in backside

This is the Q&A session from my book launch. For the opening conversation with Sarah Amsler, check out Episode 4. 

The Alienated Academic is available from the Palgrave site, or it’s a little cheaper via institutional access to Springer Link.

The questions that I was pre-emailed are appended below.


Would be interesting to hear you(se) talk about the tensions of publishing mainstream academic book in contexts of tyranny of contemporary neoliberal academic research, writing and publishing regime 

Here’s a question – open ended, really – about whether the possibility of mass intellectuality is possible without a degree of alienation and disfunction. I remember thinking when I read your and Joss’s book that there is a paradox there about inequality and alienation being a forcing ground for mass intellectuality e.g. the pensions strikes.

In the book you write: “Narratives from academics of colour, precariously employed academics, academics who have been made ill through overwork, marginalised academics with caring responsibilities, each need to be elevated and presented, in order to demonstrate how the system shames and needs to be dismantled”. I wonder how this might be achieved, especially in those universities where dissent on these matters is immediately quelled with charges of gross misconduct.

How for me your detailed blog about the book, especially first and last paragraphs, made a great link for me between the book itself and your proposal for a more personalised follow-up piece. I think you’ve it right there. And I think that too is the basis for a piece for the “lay” – non-Marxist – reader. (You remember how hard I had to work at the embedded conceptualisation!)

I love your courage in atomising the academy as you do in the book, and stitching your own personal (therapeutic) process into the weave.

The power of the work for me was mediated by (1) the Marxist conceptual tool-box (2) your capacity to work to a place beyond the analysis to a place characterised by care, “dignity as a new form of wealth”(p217), “indignation as a motive force”(p204)… Glad you gave us chapter 9!

Powerful also for me was your use of language (as far as I can tell) outside the Marxist toolbox: loved “the academic peloton”(p197), and even better somewhere the alliterative “professorial peloton”.

I’m intrigued by the piece on The Hopeless University, and as in Kleinian therapy, having to go into the depressive position to a new realistic integration.

I’m also intrigued by your passing allusion to “human essence” (p190) – tantalisingly undefined, and perhaps better so, but reminiscent of our conversations of something beyond, undefined, untouched even by the material conditions of our existences under capitalism.


Episode 5: in which I blather on with Sarah Amsler about the alienated academic, weltschmerz and purple-sprouting broccoli

So, in this podcast we have the first half of my book launch from last night held at DMU. I was privileged to be in conversation with Sarah Amsler from the University of Nottingham, with some friends and comrades in attendance. Sarah’s questions (and she names people who have emailed in questions of their own) focused upon the areas given below the line. I am grateful to John Coster for his help with podcasting, and Steven Lyttle for his ongoing support.

Next week, I will post the second-half of the book launch, which was the really engaging and fruitful question and answer session.

Over on my homepage, there are a few photos and a link to the PowerPoint that was playing during the launch.

In the podcast we don’t discuss alienated labour and the law of value in much detail, although that is central to the analysis in the book. For more on that check out TAA podcast episode 1.


FIRST. I think the concepts of social metabolic control, Weltschmertz and indignation are worth explaining and illustrating. I think if there are people who have not read the book or do not fully understand it, these would be useful and probably new conceptual tools to leave with. A micro-version of the ‘Marxist conceptual toolbox’ that Klaus appreciates.

SECOND. I would like to talk about how the analysis offered in the book is different from many of the other analyses you discuss in your literature review on ‘the crisis’, and why you chose to focus on alienation as your main lens. You say it is a heuristic (234) but I think in the book it is also an embodied condition or process. I think it would be educational to map out for people the particular conversations that you are involved in, with regard to Marxist theory and other theoretical schools (mentioned on p. 6). I would love to bring into greater relief the positive charge of the critique of separation: the life-blood of relationality, why it is lost beyond words when we are ripped apart from our individual and collective Being (187). To NAME this for what it essentially is would be progress.

To find ways of naming forms of power that are both ‘generalised and opaque’, as my friend Raquel Gutierrez has written. You do in the book; we don’t generally. I think this practice of naming might very possibly already abolish academic labour, because it can’t be done as labour (if it is labour, it is not itself) and it can’t be done in ways that are recognisable as strictly ‘academic’. So, Gordon’s question, about the tensions of publishing mainstream academic book in contexts of tyranny of contemporary neoliberal academic research. My view at the moment is that there is not a lot of tension – we are not censored as such at the moment as long as they can sell if for their price. So we either do or don’t.

I think what matters more is what else we do either instead or in addition, recognising the affordances and limits of different forms of making ideas collective. If we really want to talk about upending academic publishing then we have to be talking about taking over means of production or at least agitating and struggling to change economic policy – if we are going to do that, fine, but as far as I can see this is either not on people’s radar or not very interesting for them. I think this is where workaround as autonomy comes in… (233)

THIRD. There is much made in the editor’s forward about the value of this book to the (Marxist) ‘educator activist’ who wants to do something about the problem. There is in all of our work, I think, a longing for it to be possible to do something to change the situation, i.e., the organising logic of society. He argues that TAA both generates energy from this desire and recognises, in the true sense of the term, the contradictions, complicities and impossibilities that are inherent to this project. I am interested in discussing how a certain kind of ‘hope[ing] trumps hate to counter the violence of separation’ (xiv) in the context of the capitalised academy. This resonates with Liz’s question about whether alienation is necessary for mass intellectuality (a term I still genuinely don’t understand so am a bit reluctant to ask about frankly) – in so far as I do not think the revolutionary subject that peers through this book is simply ‘non-alienated’.

I think you argue that to aspire only to this mode of existence as an alternative to alienating remains a form of blind love and naïve optimism. Though you cite Cleaver twice on the idea of a ‘politics of alliance against capital…in a manner as to build a post-capitalist politics of difference without antagonism’ (256). I disagree with him, in so far as this is a desired aspect of struggle but that one of the limitations of academics in particular is that we cling to hope for liberal democratic processes that are not in fact antagonistic or struggles and thus can’t deal with antagonism fruitfully. Hence Liz’s question, hence the Kleinian depressive mode, hence cruel optimism, and hence your point in the book about ‘whitewashed academic norms’. It’s exhausting and suffocating. Once we become awakened to the ontological source of the crisis – the construction and colonisation of the law of value – what sort of becoming might we also be awakened to? What does it look and feel like to be indignant and autonomous? More, I love this: ‘to move beyond separation, divorce, false binaries, and social estrangement to define an alternative form of social metabolic control’ (204).

FOURTH. This sentence is important: we need to ‘understand our role in maintaining flows of oppression and domination through alienated labour’ (6). To Liz’s question about the individualisation of resistance, and what we can learn as workers from the struggles of people who can’t bloody expect that their risk-taking resistance will keep them safe and who don’t have any choice but to resist. Is the framing of ‘agency’ and ‘resistance’ that we often have (I don’t think so much in your book though) not the right one…I am currently feeling very excited by Elizabeth Povinelli’s ‘will to be otherwise/effort of endurance’ framework. I think the project of being and becoming otherwise in a dominant reality is different from seeking to revolutionise reality so that the otherwise is normal. I am not very far in my thinking about this but it feels already worked out for me somewhere…

 

 


Episode 4: in which I blather on with John Coster about Ming the Merciless, value in higher education, and my book launch

So, mid-week I have an invite-only book launch for The Alienated Academic here at DMU. I needed to test the AV kit that we are going to use for recording my conversation with Sarah Amsler from the University of Nottingham, and what better way than having some jibber-jabber with John Coster?!

John is a lecturer in media production here at DMU, but I have known him for 9 years through our engagement in community work and community media. John set-up and ran Citizens’ Eye and then the Documentary Media Centre, he coordinated social media cafés, reportage clubs, conflict-media discussions, and work at the Leicester Centre for inclusive Living.

John and I always find a space for discussing the relationship between theory and practice, and developing forms of praxis. In this podcast, we discuss the weather (because we are archetypally English), the colour of the sky, early-budding Magnolia bushes, whether I’m looking forward to the book launch, the judging of academics and their labour, and the ongoing obsession with value/value-added/value-for-money.

There will be an edited version of the book launch uploaded as a podcast towards the end of this week, hopefully. Or maybe early next. Actually, probably early next.

Peace out, peaceniks.

Ooh, and FYI, there is an Open and Collaborative Spotify Playlist for TAA.


Episode 3: in which I blather on about failing, not-failing and liberal democracy as a circle

In this podcast I decided to try not to use the words interesting and important too often. Instead, I got a little vexed by listening to Sam Gyimah and Michael Barber at the recent WonkHE event, with their standard focus upon normalising the relationship between education and economic growth, competition, value for money, the imposition of methodological control through things like trust-based governance, and situating this inside a specific, positivist narrative of liberal democracy.

So I probably bang on a little bit too much about the circle of liberal democracy. My apologies if this seems a little snarky. But, you know, I wonder if this is the same liberal democracy that has bought us inequality, poverty of philosophy, food banks, debt-fuelled and consumption-driven economic growth, a disconnect between economic production and the planet’s health, geopolitics focused upon the petro-dollar, Hillsborough, Orgreave, Grenfell, UN reports criticising austerity as social engineering, and on and on and on.

In other news, this podcast is mainly focused upon answering a question from one of my first year students, Kate, who asked me:

Is politics and austerity an excuse for the alleged failings of the British education system? Is the British education system really failing the young people we have? Do we look at the positives of teaching? Best of all: is there a revolution brewing? [Whooooooa! #revolution #klaxon! NOTE: in the podcast there is also a #Marx #klaxon]

So I try to address that, and I mainly do this by not addressing it. I mainly raise lots of caveats, lots of problems and a few more questions.

However, I do try to connect this to my solidarity with my friends over in Brazil, struggling to make sense of the election of Bolsonaro, and to generate responses that make sense in this new environment. In particular, one of my friends told me:

At the moment, I attend carefully to important little things, moving even as I wait to see how it pans out.

So, I am trying to think about how we attend carefully to important little things, and how we do this cooperatively and collectively and with love and courage and faith and solidarity. And how do we do this in such a way that we widen our space for panning things out differently?

Finally, and quite importantly, my good friend and comrade Rob Weale has taken pity on me after my pathetic pleading in the last podcast for some music, so the bits and bobs you hear on this one are all provided by him. You can check him out over at his portfolio place.

I have also ripped the title track from Rae Elbow and the Magic Beans’ album the human species. This is available on SoundCloud.

Remember to love yourself so that you can love others. Peace out.


Episode 2: in which I blather on about education for sustainable development and climate change

I spoke early this morning (8.05am in the fog, wearing too few layers!) at a DMU event in support of the UN sustainable development goals: ‘24 Hours with the Global Goals’. I spoke about the interrelationship between SDG4: Quality Education, and the recent IPCC special report on the impacts of global warming of 1.5°C.

I fancied developing what I was thinking a little, so I decided to record some thoughts – it’s Friday and I’m tired and I didn’t have the energy for the book chapter I’m supposed to be writing (apologies Malcolm and Cilla). What I have noticed is that I say the words “interesting” and “important” way too often. Like, way too often. I also don’t pronounce the letter “t”. Anyway, my podcast, my rules.

I’m hoping that next time I’ll be in conversation – there’s a book launch coming and I want to have some jibber-jabber with my compadre Sarah Amsler from Nottingham. For now, however, you’ll have to put up with my inanity.

In this podcast, I have decided to add some music, which is licensed under Creative Commons as attribution, share alike, non-commercial. I have included the whole of these pieces, which I really like and I commend to you. They are as follows.

The podcast opens with: Tha Silent Partner, Roses (Intro), from the album Platters, Act 7: Tha Anniversary Plate. This is available on free music archive. Tha Silent Partner, Gregory Davis has a Tumblr that you should check out.

The podcast closes with: Rae Elbow and the Magic Beans, there is no…? from the album the human species. This is available on SoundCloud.

In the podcast I also reference two journal articles.

Jan Selby, Omar S. Dahi, Christiane Fröhlich, Mike Hulme. (2017). Climate change and the Syrian civil war revisited. Political Geography, 60: 232-244. https://doi.org/10.1016/j.polgeo.2017.05.007.

Jonathan Cloke, Alison Mohr, Ed Brown. (2017). Imagining renewable energy: Towards a Social Energy Systems approach to community renewable energy projects in the Global South. Energy Research & Social Science, 31: 263-272. https://doi.org/10.1016/j.erss.2017.06.023.

Beyond that I reference:

IPCC (2018). Global warming of 1.5°C. Special Report.

Lorde, A. 2013. The master’s tools will never dismantle the master’s house. London: Penguin.

Marx, K., and F. Engels. 2002. The Communist Manifesto. London: Penguin.

UNESCO (2017). Accountability in education: meeting our commitments. Global education monitoring report.

Take care. Peace out.


Episode 1: about The Alienated Academic

For some time I have been writing and speaking about academic alienation. This has taken a Marxist-humanist approach to understanding academic work, and the alienation of academic labour-power. I have always been interested in the lived experience of alienation, and its implications for: first, the things we make like knowledge, relationships, research outputs and so on; second, the way in which our work is constructed and governed; third, our relationship with ourselves; and fourth, our relationships with our peers in departments, institutions, and across the sector.

Anyway, this has led to the production of a monograph called the alienated academic: the struggle for autonomy inside the University, with Palgrave Macmillan. I have also written an opinion piece over at WonkHE on working in higher education as an alienating labour of love. This work is detailed, with further links, here.

For some time I have been considering the place of voice in all this, and how I reinforce or challenge or amend or break or hack the theoretical positions I have taken as a heuristic for understanding my own experiences across the higher education sector. One crucial way of doing this is by listening to other people and trying to understand their positions, in particular those who have been made marginal inside an alienating system of capitalist production that is in crisis. The idea is that this process might enable me to challenge my own position, and to reimagine my world.

So, I’m planning a series of podcast episodes that engage with a range of people on issues to do with the lived experience of life inside academia. This might include experiences that are intersectional, precarious, (m)othered, indigenous, indentured, or that are framed by ill-being or ill-health, or which point towards decolonisation as a moment in dismantling the University as a precursor to its abolition. I am also interested in discussing experiences that are framed by dignity, but which may start from indignation, in order to point towards alternatives beyond the present state of things. I am also interested in discussing the impact of specific research/teaching/knowledge excellence frameworks, or discourses of student-as-purchaser, the reified student experience, entrepreneurship, employability, excellence and impact.

As a result I will wonder whether we can move towards or beyond recovery and the idea of recovering the University. What do other service sectors that are being reengineered have to offer in terms of examples and solidarity? What is the role of unions? What is the role of solidarity with professional services staff and students? What is the potential for a workers’ enquiry, both inside the institution and that the level of society? What agency do we have already?

Here I recognise that there is a fear of voicing and a fear of being disciplined or punished for speaking and therefore for existing. There is a fear of voicing one’s own wilfulness. I also recognise that silence is a weapon or a defence for some. However, I hope we can explore the possibility for voicing and generating dignity around our lived experiences of alienation.

So in this first podcast I lay the ground for what might follow, by discussing the book and my hopes for the stories we might hear. It’s 17 minutes, or something. I hope those that follow will have less of my jibber-jabber, and more from others. And that there will be some levity – because who wants to hear someone from the Black Country banging on about the end of the world over-and-over?


The University and the secular crisis

In retrospect Steve Smith’s article linked in a previous posting on the University and the rule of money is important in highlighting that the UK Government’s austerity agenda will tighten considerably in the aftermath of the next General Election in 2015. He is clear that the squeeze on incomes for universities will give little room for manoeuvre, and one outcome is that the sector as a whole risks further stratification and restructuring, as institutions operating as competing capitals look for securitisation or financialisation coupled to attacks on labour rights and efficiency drives.

It is salutary to remember that the idea of the University and issues of funding are situated within the politics of austerity and the fiscal realities of an ideological attack on the sector. It should be noted that this is a deeply political attack that has seen resistance from groups of students and public sector workers and trades unions, but limited critique from the sector’s leaders. It is only Million+ that has developed an on-going critique based on the Government’s economic projections. Thus, in March 2013, the CEO of Million+ wrote:

Once the loss to the Treasury of reduced participation (which in turn leads to reduced tax receipts) and the inflationary impact of higher tuition fees are taken into account, the short-term savings will be outweighed almost six and a half times by the long-term costs of the new system.

In developing a meaningful critique, it is important to place the context of University funding, and the concomitant restructuring of the idea of the University for entrepreneurship and employability, in the context of the UK as a de-developing economy. Speaking at the LSE in September 2012, Larry Elliott and Dan Atkinson stated their thesis that that the historical trend for the UK economy in the last century has been managed decline arrested by quick fixes like access to North Sea oil revenues and the stimulus of the deregulated City. Elliott and Atkinson argue that the UK is in a long decline, signalled now by an economy that is 4% smaller than it was when the financial crisis hit, and which is emerging from recession slower than it had during the Great Depression. They note that: the cost of the economic downturn is in excess of £200bn; real incomes are down, with the IFS stating that it will be 2016/17 before incomes reach 2004 levels and with an increase in levels of poverty; banking is “big, bust and corrupt”; successive rounds of Quantitative Easing and purchasing of gilts has underpinned much higher real inflation than that reported in the CPI, with no respite for savers; and the Treasury has had to borrow in excess of 550bn thereby doubling the debt.

For Elliott and Atkinson, the macro-economic context, inside which higher education is framed, is one of blunder, fudge and self-delusion. Revenues from the UK economy’s strong suits in some services and consultancy areas, aerospace and IT, as well as some universities, are not enough to overcome the lack of strength elsewhere, notably in manufacturing and the bubble sectors (student debt, financial services and banking). On top of this they point to the lack of oil and gold assets, contracting asset prices, and the lack of equity, alongside historic weak growth, in order to argue that any focus on rebalancing the economy is nonsense. They argue that this is the result of decades of macro-economic policy that has framed the UK as a giant hedge fund. Moreover, a series of roll-backs of labour rights through attacks on Trades Unions, plus privatisation related to market efficiencies, has focused minds on productivity, but has led to an overreliance on debt as incomes are squeezed. In driving forward productivity manufacturing has been seen as secondary to services, including finance, consultancy, and increasingly education. Regulation and forms of credit control have been secondary to enterprise and innovation.

Crucially for Elliott and Atkinson, the crash in 2008 enabled the economy’s defects, which had been covered by three decades of financialisation, to be revealed. These defects include: chronic debt; a long-term attrition on real wages; illiteracy amongst large numbers of the public; a pension time-bomb; no plan for replacing oil/gas/nuclear energy; a deficit in tax receipts, which make socialised payment for the welfare state problematic; dysfunctional banking services; an overreliance on exports to Europe at a time of contraction; and an overreliance on the imports of assets including skilled labour. Moreover, there has been a balance of payments deficit since 1983, and in spite of talk about global markets, the UK’s international net asset position is negative to the tune of £325.6bn. There is: a deficit on trading goods; no rebalancing of the economy towards exports and away from consumption, so that engines of growth are consumer debt and mortgage lending, and not science and education; a private sector that has not invested but hoarded, with cash balances worth £754bn but levels of business investment at less than 2% per annum. For Elliott and Atkinson this is a bet on deleveraging and disinvestment. Moreover, Government-borrowing and rescue packages, plus loan guarantees and outsourcing, which are hidden from the balance sheet, total another £612bn of debt.

They argue that this highlights that the UK is experiencing a qualitative change in its economic status, and in how it views and structures itself, as it de-develops. It is locked into a world of increasing competition and rivalry over energy and resources, including labour. Thus, we face a reality checkpoint, as large segments of the UK population are threatened with increasing impoverishment and unreliable access to power, fuel, food, education, health and shelter. For these authors what is needed is an economic plan, which focuses on the roles of the market and the State, and that we will make better choices if we regard the UK as a submerging market economy.

The Elliott and Atkinson thesis connects to: the views of those in the financial press that fiscal austerity has not worked and needs to be geared around both public and private investment and recapitalisation; the recent article byHerndon, Ash and Pollin that critiques the original research on the relationship between public debt and GDP growth that underpinned austerity; and the calls of the IMF for the Government to rethink its austerity agenda in the face of weak growth. In each of these analyses the outcomes of a 2012 Europaeum report on the impact of fiscal policy on higher education is amplified:

the economic downturn has, on the whole, had a negative short-term impact upon public higher education programmes.European universities are being affected in many different ways during the current economic crisis – with winners and losers already emerging, and the differences set to be multiplied over the coming years depending on how the winners use their comparative advantage, and how the losers can best mitigate the effects of cuts through so-called efficiency savings or by raising new sources of income.

The University then, is being restructured as part of a response to a secular crisis, and academic work, productivity, the rate of profit and labour arbitrage are central to this issue. As Harry Cleaver’s first thesis on the secular crisis noted:

We are writing and talking about secular crisis because neither the cyclical business downturns nor the upturns, nor a whole series of capitalist counter-measures (local and international), have resolved the underlying problems of the system in such a way as to lay the basis for a renewal of stable accumulation. Thus, secular crisis means the continuing threat to the existence of capitalism posed by antagonistic forces and trends which are inherent in its social structure and which persist through short term fluctuations and major restructurings.

This is a point that Aaron Peters makes in his article on workfare as one of capital’s responses to the crisis. As Peters notes:

A discussion of surplus population is central to any enquiry as to the relationship between workfare and the secular crisis. The hypothesis runs that within the contemporary global economy there is a large and growing ‘surplus population’ that is incapable of accessing the labour market. Alongside this group is another yet larger one which frequently includes the ‘working poor’; temporary workers, part-time workers, agency workers, those on zero hours contracts and increasingly since 2008 the precarious self-employed. We know that this second group has grown throughout not only the course of the last several decades but particularly so since the Global Financial Crisis.

Yet employability and individual entrepreneurship developed through an appetite for debt and securitisation underpin the very restructuring of higher education in the global North. They are part-and-parcel of the changing organic composition of- capital and the restructuring required to deliver productivity and growth. What is clear is that there is no such analysis emerging from the leaders of universities, even whilst the austerity agenda that drives the restructuring of the sector is under attack from financial journalists, academic activists and even the IMF. The risk here is that even if a counter-narrative is developed through an analysis of the secular crisis, it is too late to recover the University in any form beyond that of competing capital subsumed under the dictates of money. Securitisation, indentured study, labour arbitrage, internationalisation, commodity-dumping in the global South, the enclosure and privatisation of previously socialised goods are all locked-in.

At issue then is Cleaver’s third thesis on the secular crisis, that of the struggle against capitalist work:

Capitalist rules impose the generalized subordination of human life to work. Whereas all previous class societies have involved the extraction of surplus labor, only in capitalism have all human activities been reshaped as work, as commodity producing labor processes. Those processes produce either use-values which can be sold and on which a profit can be realized or they produce and reproduce human life itself as labor power. Antagonism, resistance and opposition accompany this imposition because this way of organizing human life dramatically restricts and confines its development. People struggle both against their reduction to “mere worker” and for the elaboration of new ways of being that escape capitalist limits.

How might we develop educational spaces into which knowing and subjectivity might be developed, based in-part on socialised knowledge that is liberated from formal educational spaces? As Cleaver notes in his final two theses, at issue is the creation of a revolutionary subjectivity that is based upon

the liberation of alternative, self-determined social “logics” outside and beyond that of capital.

Such a revolutionary subjectivity is entwined with the need to develop

[a] politics of alliance against capital… not only to accelerate the circulation of struggle from sector to sector of the class, but to do so in such a manner as to build a post-capitalist politics of difference without antagonism.

It is the secular crisis outlined by Elliott and Atkinson, the IFS and the IMF, and revealed inside-and-against the political economy of austerity, that is reshaping the very idea of the University. If we are to develop a meaningful, socially-constructed and democratic set of alternatives, they need to be placed against-and-beyond the secular crisis that is restricting and re-inscribing the very idea of the University.