Performance information and data-driven academic anxiety

I have a chapter in a new open access e-book. The book is entitled: Education and Technology: Critical Approaches. The book is in Portuguese and English, and can be accessed here.

My chapter is: Hall, R. (2017). Performance information and data-driven academic anxiety. In eds L.A da Silva Rosado and G.M. dos Santos Ferreira, Education and Technology: critical approaches. Rio de Janeiro: University Estácio de Sá Press, pp. 185-205.

The abstract for my contribution is as follows.

This chapter argues that data is the bleeding edge of educational innovation. By following the traces and trails of data, it is possible to uncover where education is being cracked open for the production, circulation and extraction of surplus value. In part these processes of cracking are amplified by the on-going financialisation and marketisation of higher education that continue to kettle academic practices of teaching and research. By uncovering the flows of value, it is also possible to demonstrate the transnational associations of capital that are profiting as a result of the data-driven reimagining of higher education. This uncovers mechanisms grounded in: enforced, public and open, educational data production; the enclosure and commodification of open and public data for-profit; the selling and re-selling of newly-commodified and technology-rich services back into open and public spaces; the generation of a rentier higher education economy rooted in high technology; the use of secondary legislation or policy related to employment and entrepreneurial activity, alongside primary legislation, to drive change; the exacerbation of debt and indentured study; and, the use of technology in performance management of academic labour. The chapter articulates these processes in the context of global socio-economic and socio-environmental crises and their symptoms, and in particular the generation of academic anxiety. Such anxiety emerges against the on-going precarity described by students and academic staff through technologically-mediated performance management. As a result, the chapter asks what can be learned from counter-hegemonic projects, in order to describe alternative uses for educational data?

Keywords: Big Data; Commodification of Education; Academic Labour; Academic Anxiety.


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

I have just submitted a manuscript, “On the alienation of academic labour and the possibilities for mass intellectuality” to tripleC: Communication, Capitalism & Critique, Open Access Journal for a Global Sustainable Information Society. The abstract is given below, but the MS is part of a special issue on academic labour, digital media and capitalism. 

Situated in this economic and political context, the overall task of this special issue of tripleC: Communication, Capitalism & Critique is to gather critical contributions examining universities, academic labour, digital media and capitalism. We are thus particularly interested in articles focusing on (1) the context, history and theoretical concepts underlying academic labour, (2) the relationship between academic work and digital media/new information and communication technologies/the Internet/social media and (3) the political potentials and challenges within higher education.

My submission focuses upon the links between: the proletarianisation of the university; the life-wide mediations of our alienated labour; the hopelessness that such alienation catalyses; and the possibilities that mass intellectuality offers for new forms of sociability. This connects to the book that I am working on for Palgrave Macmillan on the alienated academic.

In particular, I have been drawn to the following work through this submission:

  • Clarke, Simon. 1991. Marx, Marginalism and Modern Sociology: From Adam Smith to Max Weber. London: Palgrave. [Thanks Mike!]
  • Dyer-Witheford, Nick. 2015. Cyber-Proletariat: Global Labour in the Digital Vortex. London: Pluto Press.
  • Federici, Sylvia. 2012. Revolution at Point Zero: Housework, Reproduction and Feminist Struggle. Oakland, CA: PM Press.
  • Marx, Karl. 1844. Comments on James Mill. http://www.marxists.org/archive/marx/works/1844/james-mill/
  • Marx, Karl. 1844/2014. Economic and Philosophical Manuscripts. London: Bloomsbury.
  • Marx, Karl. 1866. Instructions for the Delegates of the Provisional General Council: The Different Questions.  http://www.marxists.org/archive/marx/works/1866/08/instructions.htm
  • Marx, Karl. 1875. Critique of the Gotha Program.  https://www.marxists.org/archive/marx/works/1875/gotha/
  • Marx, Karl and Engels, Friedrich. 1846/1998. The German Ideology: including Theses on Feuerbach and Introduction to the Critique of Political Economy. New York: Prometheus.

Abstract: 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. The article 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.

Keywords: academic labour, alienation, higher education, mass intellectuality, proletarianisation


social co-operatives and the democratisation of higher education

Yesterday, Joss Winn and I presented the following paper at The Co-operative Education and Research Conference, 5-6 April 2017, Manchester. A link to download the paper is below the abstract. It is a version of our Introduction to the forthcoming book, Mass Intellectuality and Democratic Leadership in Higher Education. The slides are also available below the abstract.

This paper develops a critical analysis of ‘intellectual leadership’ in the University, and identifies on-going efforts from around the world to create alternative models for organising HE and the production of knowledge. It offers the potential for developing an alternative conception of the role and purpose of HE that is rooted in the idea of ‘mass intellectuality’. This takes experiences and views from inside and beyond the structures of mainstream HE, in order to reflect critically on efforts to create really existing alternatives.

In the process the authors ask if it is possible to re-imagine the University democratically and co-operatively? If so, what are the implications for leadership not just within the University but also in terms of higher education’s relationship to society? The authors argue that an alternative role and purpose is required, based upon the real possibility of democracy in learning and the production of knowledge. Thus, the paper concludes with a critical-practical response grounded in the form of ‘co-operative higher education’. This rests on the assertion that ‘social co-operatives’ offer an organizational form that values democratic participation and decision-making and would constitute the university as a social form of mass intellectuality re-appropriated by the producers of knowledge.

Download the paper.


the porous university

There’s a call out for participation (in person, online or via a provocation) at a symposium to be held on Monday 8th and Tuesday 9th May 2017 University of the Highlands and Islands, Inverness Campus.  The symposium is called The Porous University – A critical exploration of openness, space and place in Higher Education.

The question that interests me most is: what is the role of open academics in dealing with problems ‘in the world’?

My response will draw upon Foucault’s idea (in La société punitive, p. 33) that:

The daily exercise of power must be considered a civil war: to exercise power is, in a certain way, to wage civil war and all the instruments, the tactics, one can identify, the alliances, must be made analysable in terms of civil war.

It will also draw upon Guattari’s analysis (in de la production de subjectivité) of capitalist deterritorialisation, which:

[involves] the continuous disruption of production, the ceaseless dismantling of social categories, insecurity and eternal movement… all the while referring to universalizing perspectives, has, historically, never been able to achieve anything but withdrawal into itself, nationalist, classist, corporatist, racist, or paternalist, reterritorializations.


a manifesto for academic citizenship

A piece in the Times Higher Education by Liz Morrish on why she chose to tackle the failings of the neoliberal academy from the outside is very powerful testimony. She argues that “Academia badly needs a manifesto for academic citizenship to counteract the project of managerial colonisation”. Liz is such an important role model and a point of solidarity.


Against boundaries: Dismantling the Curriculum in Higher Education

I’m speaking at the University of Worcester Teaching and Learning and Student Experience Conference  on June 15th. The title of my talk is Against boundaries: Dismantling the Curriculum in Higher Education, and will be based on this Open Library of the Humanities paper. The abstract is appended below.

The higher education curriculum in the global North is increasingly co-opted for the production of measurable outcomes, framed by determinist narratives of employability and enterprise. Such co-option is immanent to processes of financialisation and marketisation, which encourage the production of quantifiable curriculum activities and tradable academic services. Yet the university is also affected by global socio-economic and socio-environmental crises, which can be expressed as a function of a broader crisis of social reproduction or sociability. As the labour of academics and students is increasingly driven by a commodity-valuation rooted in the measurement of performance, the ability for academics and students to respond to crises from inside the university is constrained by the market. This keynote argues that in understanding the relationship between the university and society, and in responding to a crisis of sociability, revealing the bounded nature of the curriculum is central. One possible way to address this crisis is by re-imagining the university through the co-operative practices of groups like the Dismantling the Masters House community and the Social Science Centre. Such an exploration, rooted in the organising principles of the curriculum, asks educators to consider how their curriculum reproduces forms of colonisation. It is argued that such work enables a re-imagination of higher education that is rooted in an engaged and co-operative curriculum, with a focus on praxis.

The day before I’ll be speaking at the Oxford Brookes Learning Teaching Conference on The really open university: working together as open academic commons. The two papers will complement each other.


book project: The Alienated Academic

I have an agreement with Palgrave Macmillan for a monograph with the title The Alienated Academic: The Struggle for Autonomy Inside the University. It builds on writing here, and has the following aims.

  1. The book applies Marx’s concept of alienation to the realities of academic life in the Global North, in order to explore how the idea of public education is subsumed under the law of value.
  2. The book situates academic labour as a form of productive labour, in order to connect alienation to the ongoing secular crisis of higher education and responses to that crisis.
  3. The book critiques academic responses to the secular crisis, first as struggles to overcome alienation, and second to reassert autonomy and forms of radical subjectivity.

Notes on education-as-gaslighting

It is also popularly believed to be possible to “gaslight” a perfectly healthy person into psychosis by interpreting [her] own behavior to [her] as symptomatic of serious mental illness. While “gaslighting” itself may be a mythical crime, there is no question that any social attitude which interprets a given behavior or experience as symptomatic of a generalized incompetence is a powerful creator of shame…

Anthony Wallace. 1961. Culture and Personality.


Education and radical subjectivity

The materialist doctrine that men are the product of circumstances and education, that changed men are therefore the products of other circumstances and of a different education, forgets that circumstances are in fact changed by men and that the educator must himself be educated.

Karl Marx. 1845. Theses on Feuerbach.

For the proletariat can only be liberated from its dependence upon the life-forms created by capitalism when it has learnt to act without these life-forms inwardly influencing its actions. As motive forces they must sink to the status of matters of complete indifference. Needless to say, this will not reduce by one iota the hatred of the proletariat for these forms, nor the burning wish to destroy them. On the contrary, only by virtue of this inner conviction will the proletariat be able to regard the capitalist social order as an abomination, dead but still a lethal obstacle to the healthy evolution of humanity; and this is an indispensable insight if the proletariat is to be able to take a conscious and enduring revolutionary stand. The self-education of the proletariat is a lengthy and difficult process by which it becomes ‘ripe’ for revolution, and the more highly developed capitalism and bourgeois culture are in a country, the more arduous this process becomes because the proletariat be-comes infected by the life-forms of capitalism.

The need to establish just what is appropriate to revolutionary action coincides fortunately-though by no means adventitiously-with the exigencies of this educational task.

Georg Lukács. 1920. History and Class Consciousness: Legality and Illegality.


Education and substantive equality

Black and Third World people are expected to educate white people as to our humanity. Women are expected to educate men. Lesbians and gay men are expected to educate the heterosexual world. The oppressors maintain their position and evade their responsibility for their own actions. There is a constant drain of energy which might be better used in redefining ourselves and devising realistic scenarios for altering the present and constructing the future

Audre Lorde, Sister Outsider: Essays and Speeches

The academy is not paradise. But learning is a place where paradise can be created. The classroom with all its limitations remains a location of possibility. In that field of possibility we have the opportunity to labour for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.

bell hooks. 1994. Teaching to Transgress. Education as the practice of freedom, London: Routledge.


Choose life

Going to university is still a big decision, and it’s a choice which more and more of you are making. We want that decision to pay off, to set you up for life, and our reforms will make sure universities do just that.

Jo Johnson. 2016. Open Letter to Students.

What if we’re actually not crazy? What if wanting to work one full-time job and have the ends not only meet but actually overlap a little is NOT an entitled pipe dream?

The sheer stress of existing in today’s world is enough to give anybody an anxiety disorder. Add the fact that we’re told over and over again how we need to just bootstrap it, because generations before us handled life just fine, and you have a recipe for disaster. The generations before us could afford college tuition on minimum wage and didn’t have bosses who expect us to be tied to our devices at all hours.

Born Again Minimalist. 2016. The gaslighting of the millennial generation.

the job wasn’t yet on offer to me. I was wanted for another trial shift on Thursday, and perhaps the weekend, to see if I could keep up on a busy night and then I’d get paid for any time over the unpaid 2 hours of each shift at the weekend when they pay all staff weekly, cash-in-hand, avoiding tax and, of course: no sick pay, no set hours.

So far, so exploitative. But the part of the conversation that most stood out was the guy’s pathetic attempt to make me beg for this below-minimum wage kitchen porter job. “You have to show us that you really want this,” he challenged me, like he was an X Factor judge and I the contestant desperately seeking his endorsement. “Do you just want the work, to earn your money and go home? Or do you want a career here?” I had to repress laughter at this point. The guy clearly didn’t even believe in this spiel, it’s just the kind of crap that he was supposed to say but he was awful at it. Perversely, I almost felt sorry for him for being such a shit capitalist.

The point here is that you’re not just supposed to be paid nothing and get treated like garbage, you have to act like this is all part of your career plan. The demand here is a performative one. I had to “show him that I wanted it” – a demand that is largely unquantifiable but nevertheless psychically demoralising, designed perhaps to differentiate the boss from their staff affectively, even morally, in an industry of surprising equality of immiseration between the ostensible capitalist and the worker.

Michael Richmond. 2016. Unpaid Trials & Self-Exploiting Entrepreneurs


Choose dissonance

Sometimes people hold a core belief that is very strong. When they are presented with evidence that works against that belief, the new evidence cannot be accepted. It would create a feeling that is extremely uncomfortable, called cognitive dissonance. And because it is so important to protect the core belief, they will rationalize, ignore and even deny anything that doesn’t fit in with the core belief.

Franz Fanon. 1952. Black Skin, White Masks.

If providers are unable to provide courses that students want in a financially sustainable way it is in the long-term interests of students and the taxpayer that they close down. This is of course compatible with government subsidies of certain courses, such as STEM (science, technology, engineering and mathematics), that are deemed necessary for economic growth.

Andrea Coscelli. 2016. Competition in higher education is in the interests of students

For choice and competition to work, students need access to reliable and comparable information on HE courses. Changes made to the provision of information must not undermine students’ ability to make choices.

Like you, we consider that the TEF should be made as effective as possible in supporting student choice and providing incentives for providers to compete on quality. Students choosing between courses at different institutions are likely to be most interested in the quality of the specific course for which they are applying, rather than the institution generally, and as such are likely to derive significantly more value from a TEF award that relates to specific disciplines. We therefore welcome your proposals to run “disciplinary pilots” of the TEF, and we recommend that you move to a disciplinary level TEF as soon as practically possible.

Andrea Coscelli. 2016. CMA recommendations on the Higher Education and Research Bill.


Choose excellently

Perhaps it’s just that the government doesn’t actually want to measure teaching excellence. Maybe we really want to measure learning outcomes and someone got the name wrong. Maybe teaching excellence is just one of a myriad of things that we want to measure, and TEF was just the catchiest acronym. Either way, I think it’s time that we ask ourselves, “what is it that we actually want to measure?”

Collette Cherry. 2017. Why my friend’s dog will never be Professor of Economics at Oxford, and other problems with TEF

For there to be any confidence in TEF, there must be acceptance that the metrics, their benchmarks, and the weight attached to them give valid results. We have heard that the TEF assessment panel will operate with all the  necessary contextual information, which gives some comfort. But what is in the metrics, what is benchmarked, and what is flagged are crucial.

Jackie Njoroge. 2016. Three important questions about TEF metrics.


Choose what you internalise and re-produce

as billions of young people based in least developed countries might encounter much greater difficulty than the 1970s- 90s generation in integrating into the global economy. In a world of ‘declining returns on humans’ having too many young people might be a recipe for social and political dislocation rather than growth, even if the business climate is improved. In our view, it is quite likely that when historians examine the last one hundred years, they would classify 1950s-1990s as the ‘golden age’. Although there would be inevitable academic disputes about exact boundary (i.e. whether the golden age ended in 1980s or whether there were two golden ages, i.e. 1950s-mid 1960s and 1980s-90s), however, as an overall period, we think it was time of increasing opportunities and generally rising returns on human capital. However, 2000-2030s will likely be classified distinctly differently.

Macquarie Research. 2016. What caught my eye? v.61 ‘Lumpenproletariat’ & deglobalization.

If there is no price signal, complex reforms have to be put in place to replicate its function or the market is no more efficient as an allocator of resources than an alternative form of organisation such as central planning. And there would be no point in engaging in extensive reforms to university funding.

The Teaching Excellence Framework is best understood then as an effort to create a proxy signal to indicate quality to potential students and rival institutions through its gold, silver and bronze badges. (In contrast to this consumer intervention, the Research Excellence Framework is a public procurement tendering exercise where future research is funded on the basis of past results).

As a concluding aside, if ‘neoliberalism’ is to be more than a shibbloleth when discussing HE reforms, then its more substantive meanings are to be found by understanding why markets are desired and what impediments there are to their implementation. This then makes the contours of future struggle clear – only by eroding the subsidy in student loans can tuition fees (as they rise and differentiate) become the prices they are so obviously meant to be.

Andrew McGettigan. 2017. Why undergraduate tuition fees are not prices when backed by SLC loans.


notes on education beyond borders

Jehu has it.

Communists have to decide how they see the next few years unfolding: Are we simply against Trump or the system that made Trump possible as well. The Democrats, who control the movement at present, want to limit the aims of the movement to an anti-Trump agenda. Communists need to sharpen their critique of Trump to go beyond the merely superficial differences between Trump and Pelosi/Schumer.

From the major, surface eruptions of a failing system in inexorable crisis like Trump and Brexit, to the more localised attempts to overcome stagnation and to repatriate social wealth from the public to the private, like the assaults on national, public education, the question is how do we theorise and the dissent, organise and resist on structural/theoretical and concrete/local levels? It is inside and across education that this currently exercises me. What does this mean for those who labour inside schools and universities? What does it mean for the curriculum? How is the field of struggle widened out beyond the classroom?

This recognises the discussions about whether, in the current moment, Trump is weak and incompetent or enacting a frightening escalation that could presage a coup. However, in either analysis we must seek to grapple with Brian O’Neill’s echo of Jehu:

So far, sadly, the opposition to the order has been a kind of unreason, too. It has substituted the cool, tough, political critique of the order that we need with its own brand of fearmongering and the deployment of an ahistorical dread about the return of Nazism.

Our response needs to engage with: the relationship between education and the State; the value and purpose of our everyday interactions with students and their families/communities; the ways in which education enables the social metabolic reproduction of both capitalism and the capital system; and what is to be done as a pedagogic project at the level of society. Simply engaging in refusing the TEF or promoting no borders or whichever rearguard-tactical-response, without a theoretical analysis of why we are in this hateful space, simply leaves us at the mercy of the next demagogue, howsoever they smile whilst issuing kill lists or refusing to disclose whether any detainees have been victims of sexual violence inside Yarl’s Wood or banning visas for refugees from Iraq for six months or wrongly deporting 48,000 students, and on and on and on. And simply looking at Trump as the distilled moment of this excess enables us to continue-on, wilfully ignorant of our own place in the reproduction of oppression.

Moreover, to expect that we can outsource the solution to the next set of politicians is naïve: “The executive of the modern state is but a committee for managing the common affairs of the whole bourgeoisie” (Marx, Communist Manifesto). In part this is because the State functions inside-and-for capitalism and is historically and materially contingent on the capital system. However, struggles between states also act as critical moments of antagonism as they vie to become the state of the capital system as a whole. As István Mészáros notes

Thus the reality is not the elimination of nation-state aspirations but an overheating cauldron of perilous contradictions and antagonisms on a variety of levels, ubiquitously asserting themselves among the given and aspiring nation-states and even within the framework of the state formations invented as the projected solution of past inter-state antagonisms, like the—far from unified—European Union…

The overwhelming historical failure of capital was—and remains—its inability to constitute the state of the capital system as a whole, while irresistibly asserting the imperatives of its system as the material structural determination of societal reproduction on a global scale. This is a massive contradiction. Inter-state antagonisms on a potentially all-destructive scale—as presaged last century by two world wars still without the now fully developed weapons of total self-destruction—are the necessary consequence of that contradiction. Accordingly, the state that we must conquer in the interest of humanity’s survival is the state as we know it, namely the state in general in its existing reality, as articulated in the course of history, and capable of asserting itself only in its antagonistic modality both internally and in its international relations.

A response cannot come from accepting the reduction of individuals to their labour-power alone, as is evidenced in State-based proscriptions from both left and right, and in Capital’s desire to subsume all activity under the labour theory of value. Any such response, whether it is about no borders and the free movement of people (as human capital) or the human rights of refugees that are horrifically ignored because they have no market-value (recalling the New Car Recall scene in Fight Club), have to be situated against new forms of social solidarity that are rooted in directional demands and that emerge from new readings of equality, democracy and co-operation.

We can only read issues of equality, democracy and co-operation as they emerge historically and materially from the economic system in which they are subsumed and re-purposed, in this instance the distribution and ownership of labour-power as a commodity. Inside capitalism this then leads to all manner of objectionable ways of categorising individuals based on their human, social, intellectual, cognitive capital, or their being lazy, subhuman or second-class, or their re-composition as skilled/menial workers, whilst all the time we are proletarianised and stripped of our humanity.

Right by its very nature can consist only in the application of an equal standard; but unequal individuals (and they would not be different individuals if they were not unequal) are measurable by an equal standard only insofar as they are brought under an equal point of view, are taken from one definite side only, for instance, in the present case, are regarded only as workers and nothing else is seen in them, everything else being ignored.

In a higher phase of communist society, after the enslaving subordination of the individual to the division of labor, and therewith also the antithesis between mental and physical labor has vanished; after labor has become not only a means of life but life’s prime need; after the productive forces have also increased with the all-round development of the individual, and all the springs of co-operative wealth flow more abundantly – only then can the narrow horizon of bourgeois right be crossed in its entirety and society inscribe on its banners: From each according to his abilities, to each according to his needs!

Marx, K. 1875. Critique of the Gotha Programme.

This is, of course, important in the USA where Yonatan Zunger argues that amongst other groups academics will come under duress (through funding restrictions, issues to do with tenure etc.) ‘because they’re part of those “elites” which are a convenient target for blame, and are also likely to be vocal opponents of the regime.’ Enclosures of academic freedom will be made necessary, in order to decommission the “expertariat” that is seen to threaten the true freedom of the market. And we have already seen Professor Watch-Lists.

We have seen the attack on experts and intellectuals in the UK too, and the denigration of teachers as professionals alongside the reduction of the curriculum to economic outcomes and value-oriented services, which demand performance management and perpetual assessment, and that lead to embodied illness and mental health under siege. And so we might ask, whether being on the streets to question Trump and to push back against State visits is enough? Or whether this is a counter-hegemonic moment when the failing system reveals its antagonism towards humanity as anything other than human capital. And we might ask about the role of educators and students in organising a new social movement, with new directional demands, which lie beyond the organised labour movement and instead coalesce as a new labour movement of the under/over/precariously employed and those who labour for the social reproduction and care of society more widely.

A social movement is a counter-force within an arena of power. At its best a counter-force destabilizes that arena and creates social and political openings, in the moment and in its wake. The longer a crowd exists the more dangerous it becomes. It’s there, in those openings, that we find fertile ground for broad and interpersonal solidarity, trust, dreams of the future, collective desire for anything. That is where we build our positive prescription, our visions. Meaningful, useful dreams are only dreamt in struggle, in the spaces opened and left behind by the fight.

After the fall, Communiqués from occupied California

Such a movement focuses upon critiques of equality, democracy and co-operation in governance, and takes the rejection of the market and of competition, and the mediations of exchange value, private property and the division of labour, as a pedagogic project to be grappled with at the level of society. As such it reinvents the curriculum-as-praxis inside and outside of the classroom. This is the moment at which we attempt to shape a curriculum that is beyond borders, through engagement with the voices of delegitimised academics and students, which make clear how the ongoing colonisation of the curriculum by capital is reflected in its explicit links to colonial repression.

Thus, in responding to social vulnerability, there is a need for those who labour inside the university as academics and students to re-imagine new, public forms of HE. One possibility is through engagement with the voices of delegitimised academics and students, which make clear how the ongoing colonisation of the curriculum by capital is reflected in its explicit links to colonial repression. Such a revelation is a search for radical democracy inside the university, framed by research-engaged teaching and learning that is deliberately militant, public and counter-hegemonic. This positions the curriculum as contingent upon, and sensitive to, societal values, objectives, and risk perceptions, with recognition of diverse interests, circumstances, social-cultural contexts, and expectations. This is a pedagogical project at the level of society.

Hall, R and Smyth, K. 2016. Dismantling the Curriculum in Higher Education.

A pedagogical project at the level of society. As a counter-hegemonic project.


Negotiating Neoliberalism: Developing Alternative Educational Visions

I have a chapter in an edited collection called Negotiating Neoliberalism: Developing Alternative Educational Visions. The Sense Publishers website contains previews of the first two chapters.

My chapter is entitled: Against Academic Labour and the Dehumanisation of Educational Possibility.

The volume is part of a series on Professional Life and Work, and is edited by Tim Rudd and Ivor Goodson.

The flyer for the volume, with contents, is here.

The context and focus/key areas from the original proposal are appended below.

Context

This edited collection of papers illustrates the continued weaknesses and failings of neoliberal education. It highlights the paradoxes in the broader arguments used to substantiate its perpetuation and intensification, and the striking deficiencies and flaws of its central tenets and mechanisms. The collection provides examples of a range of alternative systems, discourses and action in order to illustrate and re-imagine possible alternatives that can challenge the current ‘orthodoxy’ and taken for granted assumptions that have dominated educational debates in the ‘age of austerity’.

It is argued that the proliferous nature of neo liberalism has seeped into core educational debates and practice to such an extent that mainstream, and arguably ideologically informed, discourse regarding the purpose and direction of education largely ignores, and deflects discussions away from, potentially viable alternatives. This ‘hegemonic newspeak’ (Bourdieu & Wacquant 2001) becomes normalised and actualised through discourse symbolically pronouncing a new ‘knowledge society’, which is accompanied by an ideological fetishism surrounding ‘school improvement’, ‘school effectiveness’ and ‘educational change’. However, the concomitant ‘logic’ suggests such goals can only be delivered through dogged adherence to a set of externally imposed ‘standards’, driven by new forms of educational ‘leadership’ and embedded in practice through managerialist practices orientated toward abstract performativity measures.

Yet the paradox in the discourse is clear. Despite decades of policy initiatives aimed at driving up ‘standards’ and delivering ‘educational improvement’, neo liberal policies have served to work to the contrary. Inequalities continue to be reproduced and exacerbated. The extent of system and school improvements and effectiveness remain questionable at best, even when measured against the rigid, limited and abstract measures imposed upon education. Other, potentially more meaningful, signifiers of educational quality have been marginalised in favour of rigid, technicist abstractions that remain incapable of delivering wider change and development. Educators professional autonomy is increasingly being diverted toward an instrumentalist servicing of managerial accountability functions, which ironically have little to do with the qualitative processes of education. As a result we are seeing an increasingly demoralised and de-professionalised workforce. The ‘paradox of performativity’ is that moral and professional commitment and autonomy are eroded, which in turn are detrimental to quality and performance. This in turn raises questions as to whether the wider motivations and dogged pursuit of performativity measures are actually intended to de-professionalise and de-stabilise education as an essential condition to ensure further privatisation is publicly viable. In short, neo liberal education is fundamentally flawed and its logic misplaced, or perhaps misdirected.

Focus and key areas

A range of key elements and aspects that are central signifiers of neo liberal education are explored and critiqued, alongside an exposition of alternative systems, discourse, approaches and practice, and a range of theoretical and conceptual representations.

These include: accountability, performativity and managerialism; forms of measurement, assessment and attainment; critique of learning outcomes and accountability; the marketization and increasing corporate sponsorship of education; privatisation, educational commodification and educational policies; free schools; academies and provider-consumer relationships and ‘logic’ in higher education; profit, labour and surplus; the role of students and educators; dehumanising education and alienation; freedom, choice, commodification; global education reform movements and reproduction; inequality, power, freedom, choice and repressive ideology; historical perspectives on neo liberal education; refraction, variation, neo liberalism and professional knowledge; flexi-schooling; co-operative alternatives; deschooling; and humanist education.