The challenges of resilientlearning and the production of auniversity experienceProfessor Richard Hallt: @hallymk1e: rhall...
UWS Learning, Teaching and Assessment Strategy• LTAS arises at a time of change and uncertainty inHigher Education general...
SFC: disruption? http://bit.ly/1508sP8
HEA: disruption?http://bit.ly/10fbRNK
JISC: disruption?http://bit.ly/18BTS7S
IPPR: BAU http://bit.ly/19fiLpt
Hope
A strong civil society protects liberty because it diffuses thecentres of power.It creates fraternity because it encourage...
Most importantly, civil society constitutes a moral domain, aworld of covenants rather than contracts, in which duty,oblig...
Resilience: adaptation not BAU“the capacity of a system to absorb disturbanceand reorganise while undergoing change, so as...
resilience at scale“we have a choice between reliance ongovernment and its resources, and its approach tocommand and contr...
Harvey: seven activity areas that underpin meaningful socialchange.1.Technological and organisational forms of production,...
Resilient education: what is the role ofhigher education, the University and thecurriculum in a world that is beingincreas...
Despair
TUC. 2009: http://bit.ly/iivVTO
http://bit.ly/owE2zW
New system transfers the cost of HEfrom the taxpayer to graduatesthemselvesDearden et al. 2010. http://www.ifs.org.uk/publ...
Zerohedge (31/5/13): http://bit.ly/18EfIGZ
Zerohedge (31/5/13): http://bit.ly/1aHWflp
Debt is a way of life."Anyone put off... university by fear of...debt doesn’t deserve to be at university inthe first plac...
“student debt, in its prevalence andamounts, constitutes a pedagogy, unlikethe humanistic lesson that the universitytradit...
Education markets are one facet of the neoliberalstrategy to manage the structural crisis ofcapitalism by opening the publ...
the logic of security is the logic of an anti-politics in which the state uses security tomarginalize all else, most notab...
1. There is a strong correlation betweenenergy use and GDP.2. Global energy demand is on the riseyet oil supply is forecas...
in the most developed and the emerging economies unsustainableconsumption must be urgently reduced. This will entail scali...
more efficiently unsustainable.33
(You cant run a consumer society on renewable energy)Net Energy/Energy Returned on Energy Invested (EROIE)34
Ahmed, N. (5 June 2013): http://bit.ly/18V4E8u
Ahmed, N. (7 June 2013). The Guardian. http://bit.ly/18V4E8u
“Decoupling economic activity from materialand environmental throughputs is neededurgently.”Does this look like capitalism?
OWSMay15 and SpainGeziPark and Taksim SquarePRISMMENA protestsGreeceChile
“At the heart of it all is a new sociologicaltype: the graduate with no future”.Mason, P. 2010. why it is kicking off ever...
Courage(#solidarity)
A four-point agenda for critical scholarship:1. a powerful sense of engagement with politics and the political;2. a consis...
“make hope possible” by presentingalternative practices and trajectoriesWilliams , R. 1958. Culture and society . Harmonds...
What can we learn from Cuba?
What is to be done? Critical pedagogyAmsler on the Fearless UniversityGramsci on organic intellectuals: praxis in contextF...
What is to be done? Some possibilities*Owenite co-operationCuban attempts at self-sufficiencyGlobal Swadeshi - The Economi...
an ending of sorts
Towards a curriculum for resilience?• Complexity and increasing uncertainty in the worlddemands resilience• Integrated and...
“only in association with others has each individualthe means of cultivating his talents in all directions.Only in a commu...
[The Gambler] said, "Son, Ive made my life out of readin peoplesfaces,And knowin what their cards were by the way they hel...
The challenges of resilient learning and the production of a universityexperience is licensed under a Creative Commons Att...
The challenges of resilient learning and the production of a university experience
The challenges of resilient learning and the production of a university experience
The challenges of resilient learning and the production of a university experience
The challenges of resilient learning and the production of a university experience
The challenges of resilient learning and the production of a university experience
The challenges of resilient learning and the production of a university experience
The challenges of resilient learning and the production of a university experience
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The challenges of resilient learning and the production of a university experience

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My keynote for the University of the West of Scotland Learning and Teaching Conference on 20/06/13.

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  • The phrase, 'more efficiently unsustainable', is borrowed from Bill Rees: http://joss.blogs.lincoln.ac.uk/2009/11/16/bill-rees-the-vulnerability-and-resilience-of-cities/
  • Image source: Energy is Everything (http://www.energybulletin.net/node/48731) A ratio of less than 5:1 means that around 20% of the economy has to be used for 'energy gathering', compared to around 2.5% for the USA today. http://resourceinsights.blogspot.com/2008/09/net-energy-cliff.html Renewables (and nuclear) are less intensive forms of energy than oil, coal and gas. Efficiency gains, even if managed correctly, will not make up for the lower EROEI of renewables.
  • The challenges of resilient learning and the production of a university experience

    1. 1. The challenges of resilientlearning and the production of auniversity experienceProfessor Richard Hallt: @hallymk1e: rhall1@dmu.ac.ukw: richard-hall.org
    2. 2. UWS Learning, Teaching and Assessment Strategy• LTAS arises at a time of change and uncertainty inHigher Education generally, and in Scotland inparticular.• Accordingly, there is a need to ensure flexibility in theexpression and aspirations of LTAS.• Scotland’s Curriculum for Excellence: learning styles;curriculum expectations; certificated capabilities; inter-disciplinarity; and social learning.• The economic, social and cultural needs of thecommunities and colleges served by UWS.
    3. 3. SFC: disruption? http://bit.ly/1508sP8
    4. 4. HEA: disruption?http://bit.ly/10fbRNK
    5. 5. JISC: disruption?http://bit.ly/18BTS7S
    6. 6. IPPR: BAU http://bit.ly/19fiLpt
    7. 7. Hope
    8. 8. A strong civil society protects liberty because it diffuses thecentres of power.It creates fraternity because it encourages people to worktogether as neighbours and friends.It promotes equality because it tempers self-help with helpto others, and because the help given to others is such as toencourage their participation and eventually independence.Sacks, J. 2000. The Politics of Hope. London: Vintage, p. 137.
    9. 9. Most importantly, civil society constitutes a moral domain, aworld of covenants rather than contracts, in which duty,obligation, loyalty and integrity restrain the pursuit of self-interest, in which I learn to value others and win their trustbecause that is the only way families and communities canbe maintained.Sacks, J. 2000. The Politics of Hope. London: Vintage, p. 137.
    10. 10. Resilience: adaptation not BAU“the capacity of a system to absorb disturbanceand reorganise while undergoing change, so as toretain essentially the same function, structure,identity and feedbacks”Hopkins, R. 2009. Transition Culture: http://bit.ly/3ugoblSystemic diversity, modularity, feedback
    11. 11. resilience at scale“we have a choice between reliance ongovernment and its resources, and its approach tocommand and control, or developing anempowering day-to-day community resilience.Such resilience develops engagement, education,empowerment and encouragement”DEMOS. 2010: http://bit.ly/15yRl9
    12. 12. Harvey: seven activity areas that underpin meaningful socialchange.1.Technological and organisational forms of production, exchangeand consumption.2.Relations to nature and the environment.3.Social relations between people.4.Mental conceptions of the world, embracing knowledges andcultural understandings and beliefs.5.Labour processes and production of specific goods,geographies, services or affects.6.Institutional, legal and governmental arrangements.7.The conduct of daily life that underpins social reproduction.Harvey, D. (2010). The Enigma of Capital and the Crises of Capitalism. London:Profile Books.
    13. 13. Resilient education: what is the role ofhigher education, the University and thecurriculum in a world that is beingincreasingly disrupted?
    14. 14. Despair
    15. 15. TUC. 2009: http://bit.ly/iivVTO
    16. 16. http://bit.ly/owE2zW
    17. 17. New system transfers the cost of HEfrom the taxpayer to graduatesthemselvesDearden et al. 2010. http://www.ifs.org.uk/publications/5354
    18. 18. Zerohedge (31/5/13): http://bit.ly/18EfIGZ
    19. 19. Zerohedge (31/5/13): http://bit.ly/1aHWflp
    20. 20. Debt is a way of life."Anyone put off... university by fear of...debt doesn’t deserve to be at university inthe first place“.Michael Gove, quoted at Next Left: http://bit.ly/foMuBQ
    21. 21. “student debt, in its prevalence andamounts, constitutes a pedagogy, unlikethe humanistic lesson that the universitytraditionally proclaims, of privatizationand the market.”Jeffrey J. Williams. 2011. “Tactics against Debt”:http://bit.ly/fQvP8N
    22. 22. Education markets are one facet of the neoliberalstrategy to manage the structural crisis ofcapitalism by opening the public sector to capitalaccumulation. The roughly $2.5 trillion globalmarket in education is a rich new arena forcapital investment.Lipman, P. 2009: http://bit.ly/qDl6sV
    23. 23. the logic of security is the logic of an anti-politics in which the state uses security tomarginalize all else, most notably theconstructive conflicts, the debates anddiscussions that animate political life,suppressing all before it and dominating politicaldiscourse in an entirely reactionary way.Neocleous, M. 2007. Security, Liberty and the Myth of Balance: Towards a Critiqueof Security Politics. Contemporary Political Theory 6, 131–149. http://bit.ly/gariqH
    24. 24. 1. There is a strong correlation betweenenergy use and GDP.2. Global energy demand is on the riseyet oil supply is forecast to decline inthe next few years.3. There is no precedent for oildiscoveries to make up for theshortfall, nor is there a precedent forefficiencies to relieve demand on thisscale.4. Energy supply looks likely to constraingrowth.5. Global emissions currently exceed theIPCC marker scenario range. TheClimate Change Act 2008 has madethe -80%/2050 target law, yet thisrequires a national mobilisation akinto war-time.6. Probably impossible but couldradically change the direction of HE interms of skills required and spendingavailable.7. We need to talk about this.
    25. 25. in the most developed and the emerging economies unsustainableconsumption must be urgently reduced. This will entail scaling back orradical transformation of damaging material consumption andemissions and the adoption of sustainable technologies.At present, consumption is closely linked to economic models based ongrowth. Decoupling economic activity from material and environmentalthroughputs is needed urgently.Changes to the current socio-economic model and institutions areneeded to allow both people and the planet to flourish by collaborationas well as competition during this and subsequent centuries. Thisrequires farsighted political leadership concentrating on long termgoals.Royal Society. 2012. People and Planet. http://bit.ly/IF77EJ
    26. 26. more efficiently unsustainable.33
    27. 27. (You cant run a consumer society on renewable energy)Net Energy/Energy Returned on Energy Invested (EROIE)34
    28. 28. Ahmed, N. (5 June 2013): http://bit.ly/18V4E8u
    29. 29. Ahmed, N. (7 June 2013). The Guardian. http://bit.ly/18V4E8u
    30. 30. “Decoupling economic activity from materialand environmental throughputs is neededurgently.”Does this look like capitalism?
    31. 31. OWSMay15 and SpainGeziPark and Taksim SquarePRISMMENA protestsGreeceChile
    32. 32. “At the heart of it all is a new sociologicaltype: the graduate with no future”.Mason, P. 2010. why it is kicking off everywhere
    33. 33. Courage(#solidarity)
    34. 34. A four-point agenda for critical scholarship:1. a powerful sense of engagement with politics and the political;2. a consistent belief that there must be better ways of doingthings than are currently found in the world;3. a necessary orientation to a critique of power and exploitationthat both blight people’s current lives and stop better ways ofdoing things from coming into existence; and4. a constant and unremitting critical reflexivity towards our ownpractices, no one is allowed to claim that they have the one andonly answer or the one and only privileged vantage point.Indeed, to make such a claim is to become a part of theproblem.Amin , A ., and Thrift , N . 2005 . What’s left? Just the future. Antipode , 37 , 220–238.
    35. 35. “make hope possible” by presentingalternative practices and trajectoriesWilliams , R. 1958. Culture and society . Harmondsworth: Penguin.
    36. 36. What can we learn from Cuba?
    37. 37. What is to be done? Critical pedagogyAmsler on the Fearless UniversityGramsci on organic intellectuals: praxis in contextFriere on critical pedagogy: social transformationand emancipationHabermas on legitimation, colonisation, value andparticipation in a “lifeworld”Holloway on “doing”
    38. 38. What is to be done? Some possibilities*Owenite co-operationCuban attempts at self-sufficiencyGlobal Swadeshi - The Economics of PermanenceThe Transitions MovementThe autonomous Geographies Collective: participatoryaction researchThe EduFactory Collective/The Knowledge Liberation FrontThe Social Science Centre* I accept that these possibilities are contested and need critique. However, theyare alternative examples of action/doing in the world.
    39. 39. an ending of sorts
    40. 40. Towards a curriculum for resilience?• Complexity and increasing uncertainty in the worlddemands resilience• Integrated and social, rather than a subject-driven• Engaging with uncertainty through projects that involvediverse voices in civil action• Discourses of power – co-governance?• For knowing and not the knowledge economy. Forliberating knowledge.• Authentic partnerships, mentoring and enquiry, in method,context, interpretation and action
    41. 41. “only in association with others has each individualthe means of cultivating his talents in all directions.Only in a community therefore is personal freedompossible... In a genuine community individuals gaintheir freedom in and through their association”Bottomore, T.B., and M. Rubel, M. 1974. Karl Marx: Selected Writingsin Sociology and Social Philosophy. London: Penguin.
    42. 42. [The Gambler] said, "Son, Ive made my life out of readin peoplesfaces,And knowin what their cards were by the way they held their eyes.So if you dont mind my sayin, I can see youre out of aces.For a taste of your whiskey Ill give you some advice."So I handed him my bottle and he drank down my last swallow.Then he bummed a cigarette and asked me for a light.And the night got deathly quiet, and his face lost all expression.Said, "If youre gonna play the game, boy, ya gotta learn to play it right.You got to know when to hold em, know when to fold em,Know when to walk away and know when to run.You never count your money when youre sittin at the table.Therell be time enough for countin when the dealins done.Schlitz, D. 1978. The Gambler. http://bit.ly/O5dPJp
    43. 43. The challenges of resilient learning and the production of a universityexperience is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

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