Back in June I spoke at the BERA social theory and education SIG symposium about authoritarian neoliberalism and the alienation of academic labour. My focus was on authoritarian neoliberalism as a heuristic for analysing the idea of the University, and in particular knowledge production as a means of reproducing the capital-relation, and the possibility for developing alternative conceptions. These alternative conceptions erupt from an analysis of voices made marginal inside the capital-relation, including indigenous communities. This leads towards a set of spaces and histories composed by methodologies that are new and challenging and exciting to me.
This work is also new and challenging and exciting to me, because it demands an engagement with the literature around the problematic of neoliberalism, and the imposition of authoritarian modes of coercion and discipline, which are punitive on specific communities, individuals and bodies. My focus in this has tended to be on the capital-relation, picking up on the work of Simon Clarke in his neoliberal theory of society. However, my focus has also been shaped by my engagement with the Centre for Urban Research on Austerity at DMU, including its focus on governance and austerity, and resistance and mobilisation under austerity.
My conversation with participants at the BERA symposium was followed by an invitation from Justin Cruickshank at Birmingham to contribute to a forthcoming special issue for Social Epistemology: A Journal of Knowledge, Culture and Policy, on neoliberalism, higher education and technology. This was the first major thing I had written since I submitted my manuscript for The Alienated Academic, and it forced me to re-engage with the process of research and writing. It was an important step, to take a breath and refocus, and to consider how to move my thinking in a fresh direction.
I am really grateful to Justin for this invitation, because since I submitted The Alienated Academic I had been all played out. This was a function of needing to recalibrate my institutional role and repositioning myself as an academic, but also the fact that for 15 months I had been reading, researching and then intensively writing 70,000 words. In that time I had been trying to get my head around intersectional issues and narratives, the work of Hegel and Feuerbach, the eruption of literature around alienation in the 1960s and 70s, and the relationship of each of these to both Marx and academic labour. By the time I’d submitted in early May I was dreading the peer review process, partially because I was scared of what would be said about my work and partially because I simply didn’t have the energy to rewrite chapters, sections or even paragraphs.
Yet, this new work on authoritarian neoliberalism enabled me to develop some thinking about knowledge production and the use of knowledge, the role of higher education, and some emergent and naïve engagement with indigenous and aboriginal methodological approaches. It has coincided with the emergence of some new energy, for teaching, for educational practice, for my work outside the University, the podcasting, and for writing. It may be happenstance or coincidence that this invitation came at this point; but I’m grateful nonetheless.
The structure for the article is noted immediately below, and is followed by the abstract and references. I hope that the article is good enough, but I wanted to celebrate both the process and the community that supports it.
- Authoritarian neoliberalism and academic labour
- Authoritarian higher education in the global North
- An emergent appreciation of more humane knowledge
- Dismantling knowledge production in higher education
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.
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