Presentation: Strategic Visions & Values: Inclusive Curricula and Leadership in Learning and Teaching

On Wednesday I spoke at a Leadership in Learning and Teaching programme event at the Durham Centre for Academic Development. I was asked to share my experience of working to embed inclusivity in the curriculum, and framed what I said/our discussions around:

  • policy and institutional change;
  • participants’ perspectives on embedding inclusivity in the curriculum;
  • two DMU examples of institutional change projects relating to disability (Universal Design for Learning (UDL)) and work to close the attainment gap (Freedom to Achieve); and
  • participant engagement with DMU’s UDL framework.

I utilised our UDL2 project interim evaluation report and UDL2 literature review, alongside our Freedom to Achieve interim evaluation report.

I also made contextual reference to DMU’s access and participation plan, submitted to the Office for Students for 2018/19, and pointed participants to Durham’s plan. These highlight the differences across the sector between intake, upon which approaches to inclusivity/diversity (whatever they mean) rest.

My slides are available below. I have also appended some of the key points that emerge from our discussions. Finally, I append a limited number of resources, which I find particularly useful or challenging.

Key points from participant discussions

Q. What are your experiences of working to embed inclusivity in the curriculum?

  • Issues around the pace of change, and who has responsibility when so much activity is devolved.
  • What is the meaning of these terms, and in particular in different disciplinary contexts and at different levels of study?
  • What is the relationship between strategy, policy and practice? Here, issues of curriculum development and curriculum delivery, pivoting around curriculum Design, pointing towards assessment and feedback are surfaced. There needs to be discussion about institutional, departmental and subject-specific agendas, in order to avoid the impact of hidden or unconscious curriculum intentions.
  • There are issues of workload that need to be considered.
  • How do we encourage sharing across disciplinary boundaries and separations created by different workloads/roles/job types?
  • We recognise a range of cultural expectations, including the expectations of students attending different institutions with different histories, cultures, practices, forms of capital. We also recognise a range of expectations in relation to employability and the generation of new skills, competencies and knowledge.
  • We recognise the need to create a lingua franca, through which we can generate a shared approach to communication. However, this needs to be sensitive to different expertise and experience, and the ways in which language can affect interpretation and activity. Our aim is to avoid unnecessary friction, whilst supporting and scaffolding our students’ struggles to master the curriculum.
  • Is it possible to avoid simply retrofitting a physical or curricula infrastructure, and to build something that celebrates diversity and inclusivity (whatever they are)?
  • There are competing pressures upon staff in relation to career, Department and institution, and in terms of student experience/support. There are competing pressures upon staff in relation to research, teaching and administration. How do search innovation projects relate to academic progression?
  • How do we decide what is valued and who is valued in our approaches to innovation? How do we engage with new workload models in this process?
  • We have more agency than we think, and are able to shift the emphasis of the curriculum, in order to focus content and activity upon previously marginalised areas of study. In this way, we can begin to ask questions about privilege and power, and centre new individuals/groups. In this way we can also approach problems differentially, and enabling students to take ownership.
  • In terms of having a framework for inclusive practice, at the level of curriculum design, delivery and assessment/feedback, there is interest in the concrete practices of particular subjects (as opposed to more abstract or open-ended frameworks). How might this work in different disciplinary contexts? As a result, is it possible to move beyond the threshold engagement with inclusivity/diversity, in order to do more?

References

Ahmed, S. 2012. On Being Included: Racism and Diversity in Institutional Life. Durham, NC: Duke University Press.

Ahmed, S. 2017. Living a Feminist Life. Durham, NC: Duke University Press.Barnett, R. 2016. Understanding the University: Institution, Idea, Possibilities. London: Routledge.

Bhambra, G., Gebrial, D., & Nisancioglu, K. (Eds., 2018). Decolonising the University. London: Pluto Press.

Connell, R. 2013. “The neoliberal cascade and education: an essay on the market agenda and its consequences.” Critical Studies in Education 54 (2): 99-112.

De Sousa Santos, B. (Ed., 2007). Cognitive Justice in a Global World: Prudent Knowledges for a Decent Life. New York: Lexington Books.

O’Dwyer, S., S. Pinto, and S. McDonagh. 2017. “Self-care for academics: a poetic invitation to reflect and resist.” Reflective Practice 19 (2): 243-49.

Steinþórsdóttir, F. S., Heijstra, T. M., & Einarsdóttir, Þ. J. (2017). The making of the ‘excellent’ university: A drawback for gender equality. ephemera: theory and politics in organization, 17(3), 557-82.

Styres, S. (2018). Literacies of Land: Decolonising Narratives, Storytelling, and Literature. In L. Tuhiwai Smith, E. Tuck, & K.W. Yang (Eds.), Indigenous and Decolonizing Studies in Education: Mapping the Long View (pp. 24-33). London: Routledge.

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1(1), 1-40.

Tuhiwai Smith, L., Tuck, E., & Yang, K. W. (Eds., 2018). Indigenous and Decolonizing Studies in Education: Mapping the Long View. London: Routledge.


Paperback version of Mass Intellectuality and Democratic Leadership in Higher Education

I’m really pleased that a paperback version of Joss Winn and my 2017 edited collection, Mass Intellectuality and Democratic Leadership in Higher Education is now available. This makes this important work on re-imagining HE much more accessible.

For more details on the book, including the key features and chapters see: https://bit.ly/2UaoI0G

For details on how to get hold of a copy, see: https://bit.ly/2toybqZ


Podcast episode seven and alienated knowledge production

Episode seven is up over on the podcast channel, I’ve been talking with John Coster about coffee, documentary media and the boundaries between us, with a particular focus upon academic work and public engagement.

I’ve also been speaking at Academics, Professionals and Publics: Changes in the Ecologies of Knowledge Work. My slides on alienated knowledge production are below. Next week, I will give a fuller write-up of this event, with my takeaways in terms of academic identity and the abolition of academic labour.


Conference call: Radical Pedagogies: Macpherson 20 years on

Radical Pedagogies: Macpherson 20 years on

Thursday 19th September 2019

De Montfort University, Leicester

#RadicalDMU19

Call for papers

In November 2018 the University of Kent hosted the first event organised by Radical Pedagogies: The Humanities Teaching Network in Higher Education. This group was established as “a forum for Lecturers, Educators, Administrators and students to share resources and discuss innovative pedagogy and praxis.”

It is with great pleasure that De Montfort University (DMU) will be hosting the second Radical Pedagogies event in conjunction with the Stephen Lawrence Research Centre and the Freedom to Achieve project at DMU. The main focus of the event will be on how radical pedagogies can be used to highlight and address issues relating to race and institutional discrimination. This event is not constrained by subject area, discipline or geographical location and is not just open to academics. We hope that researchers, PhD students, learning technologists, library professionals, academics, teachers, parents, students, educational activists and anyone interested in radical pedagogies, both within the UK and internationally, will consider contributing to and attending the event.

We are therefore looking for proposals for papers and interactive sessions (the more interactive the better!) or more innovative and radical session proposals for this one-day event.

On the 20th anniversary of the publication of Macpherson Report into the death of Stephen Lawrence, we are reminded that Macpherson made reference to organisations and areas beyond merely the police force when he was referring to the problem of institutional racism.  Paragraphs 6.54 and 45 state that:

6.54 Racism, institutional or otherwise, is not the prerogative of the Police Service. It is clear that other agencies including for example those dealing with housing and education also suffer from the disease. If racism is to be eradicated there must be specific and co-ordinated action both within the agencies themselves and by society at large, particularly through the educational system, from pre-primary school upwards and onwards.

45.15 There was a weight of opinion and concern in relation to two specific aspects of education. First the failure of the National Curriculum to reflect adequately the needs of a diverse multi-cultural and multi-ethnic society. Secondly the number of exclusions from schools which were apparently disproportionate to the ethnic mix of the pupils.

What followed were recommendations 67 and 68:

67. That consideration be given to amendment of the National Curriculum aimed at valuing cultural diversity and preventing racism, in order better to reflect the needs of a diverse society.

That Local Education Authorities and school Governors have the duty to create and implement strategies in their schools to prevent and address racism. Such strategies to include: that schools record all racist incidents; that all recorded incidents are reported to the pupils’ parents/guardians, school Governors and LEAs; that the numbers of racist incidents are published annually, on a school by school basis; and that the numbers and self-defined ethnic identity of “excluded” pupils are published annually on a school by school basis.

This event is an opportunity to explore and discuss issues such as (although not exclusively):

  • how far recommendations 67 and 68 have been implemented and had an impact, not just in schools, but across the education sector;
  • whether a focus on the curriculum goes far enough in addressing institutional racism in education;
  • has the focus on working class white boys shifted the attention/discourse away from institutional racism in education?
  • what needs to be done to close the attainment gap?

We therefore welcome proposals for sessions which address some of the above broad themes. Other indicative areas are:

  • Anti-oppressive teaching practices;
  • Punk pedagogy;
  • The role of the marketisation of Higher Education on radical pedagogies;
  • Critical Race Theory, intersectionality and pedagogy;
  • The role of radical pedagogies in reducing attainment gaps;
  • Institutional discrimination and radical pedagogy;
  • Student experiences in the classroom; and
  • The role of parents/carers as educational activists.

The aim of this event is to encourage participants to push the boundaries of current educational and pedagogic practices.

Please submit a 500-word abstract, or a 2-minute video clip by the 19th June 2019 to RadicalDMU@dmu.ac.uk

This event is a free, one-day, event.  Travel bursaries are available. Please contact us for further details.

Radical Pedagogies Call for papers


On authoritarian neoliberalism and poetic epistemology

Well, this is very exciting, and I have an article accepted for publication in Social Epistemology: a Journal of Knowledge, Culture and Policy that picks up on some work I have been doing previously on authoritarian neoliberalism (see presentations and notes from a BERA Special Interest Group symposium here and here). The article also attempts to maintain some momentum around academic labour, academic practice, knowledge formation and the critical terrain of decolonisation. In this, I explicitly connect to Audre Lorde’s work on life as a poetic existence.

The article should be out in the Spring.

Abstract

As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students, increasingly encumbered by precarious employment, debt, and new levels of performance management, are shorn of autonomy beyond the sale of their labour-power. One heuristic for analysing this response is authoritarian neoliberalism, imposed as a means of enacting disciplinary practices in the name of the market with an anti-democratic rationale. This has a distinctly technocratic focus, rooted in techniques of performativity, including audits and assessments of teaching, research and scholarship, grounded in productivity, the management of time and value-creation. However, there are a range of intersectional and geographical responses to such an imposition, through which it is possible to describe alternatives to these architectures of subsumption. In particular, a second heuristic emerges which challenges the restructuring of the University in the global North, erupting from struggles for decolonisation. Here, Audre Lorde’s invocation to an integrated, poetic existence that situates bodies in places, and respects feelings and emotions as the site of epistemological development and understanding, underpins the possibility for dismantling hegemonic knowledge production. The article examines whether humanist narratives of solidarity, in particular from marginalised voices, might help academics and students to analyse their alienated labour and to imagine that another world is possible.

Keywords: academic labour, authoritarian neoliberalism, decolonisation, poetic epistemology.

The references for the article are listed at the end of this blogpost.


Book launch: The Alienated Academic in conversation with Sarah Amsler

On Wednesday, I had the privilege of holding a book launch for The Alienated Academic at DMU. Over on my podcast, there is a recording of the first half of this event, in which I was in conversation with Sarah Amsler from Nottingham. There is a second podcast, which focused upon the Q&A with the audience.

The slides that were rolling in the background can be accessed on my Slideshare.


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.


Presentation on the Co-operative University and anti-technocracy

A couple of weeks ago I presented at the Contemporary Philosophy of Technology seminar series, at the University of Birmingham. My talk was on the idea/reality of the Co-operative University and anti-technocracy. The issues that I was interested in raising were as follows.

  • What is the relationship between the proposed Co-operative University and the regulatory environment predicated upon competition between providers, at the level of the individual, the subject and the institution?
  • How might the historical and material reality of co-operatives unable this relationship to be critiqued? How might the historical and material reality of co-operatives generate lessons for the Co-operative University?
  • What is the governance and management relationship between the proposed the Office for Students as the regulator, the Co-operative University, and any federated curriculum delivery organisations?
  • Is it possible to align the hopes and aspirations of the staff and students committed to the Co-operative University, who are brutalised inside the academic peloton, to the reality of an organisation that has to compromise with/exist within this competitive environment?
  • What is the role of technology in enabling such an alignment? In particular, what is the relationship between platform co-operativism and the Co-operative University?
  • How might the experiences of actually-existing co-operatives, and the example of the Co-operative University, enable us to dismantle and then abolish the University?

The slides for this are available on my SlideShare.

There is a recording over at the CPT YouTube channel. This is too depressing for me to watch, so I won’t watch it. If it’s full of factual inaccuracies let me know and I’ll make amends. Promise.