On the alienation of academic labour and the possibilities for mass intellect...Richard Hall
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. Incrementally, the labour of those academics and students is subsumed and re-engineered for value production, and is prey to the twin processes of financialisation and marketisation. At the core of understanding the impact of these processes and their relationships to the reproduction of higher education is the alienated labour of the academic. The article examines the role of alienated labour in academic work in its relationship to the proletarianisation of the University, 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.
Against boundaries: Dismantling the Curriculum in Higher EducationRichard Hall
My keynote presentation for the University of Worcester Learning, Teaching and Student Experience Conference 2017: Beyond Boundaries. See: http://www.worc.ac.uk/edu/1295.htm
The really open university: working together as open academic commonsRichard Hall
My keynote presentation for the Oxford Brookes Learning and Teaching Conference 2017: Working Together, Impacts and Challenges. See: http://bltc17.ocsld.org/
Surviving Economic Crises through EducationDavid R Cole
These slides show quotes and images from the book, 'Surviving Economic Crises through Education'. Each chapter adds a new perspective and further evidence with respect to how to survive an economic crisis. through education.
Life in the Undercommons: Sustaining Justice-work Post Disillusionment Chelda...eraser Juan José Calderón
Life in the Undercommons: Sustaining Justice-work Post Disillusionment
Chelda Smith, Erin Dyke, Mary Hermes
Abstract
This paper explores the tensions, challenges, and possibilities for engaging in justice work from within and beyond the university. Through personal and shared narratives, Mary Hermes, associate professor, and her students Chelda Smith and Erin Dyke discuss their motivations for becoming academics while also justice workers, and some of the ways these two roles scrape up against each other in the university and our communities and struggles within and beyond it. We frame our narratives, the products of a series of group discussions, around a few salient and overlapping themes: legitimizing modes of knowledge production, the dichotomization of the ‘university’ and ‘community,’ and the tensions involved in moving between and merging scholarship and activism. We conclude by considering our places in the undercommons of the university, and its potential for helping us collectively grapple with these tensions.
Conceptual framing for educational research through Deleuze and GuattariDavid R Cole
This presentation will address the issue of conceptual framing for educational research through the philosophy of Deleuze & Guattari. The picture of what this means is complicated by the fact that in their combined texts, Deleuze and Guattari present different notions of conceptual framing. In their final joint text, What is Philosophy? conceptual framing appears in the context of concept creation, and helps with the analysis of western philosophy through concepts such as ‘geophilosophy’. In their joint texts on Capitalism and Schizophrenia, concepts are aligned with pre-personal and individualising flows that pass through any context. This presentation will make sense of the disparate deployment of concepts in the work of Deleuze & Guattari to aid clear conceptual work in the growing international field of educational research inspired by their philosophy.
On the alienation of academic labour and the possibilities for mass intellect...Richard Hall
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. Incrementally, the labour of those academics and students is subsumed and re-engineered for value production, and is prey to the twin processes of financialisation and marketisation. At the core of understanding the impact of these processes and their relationships to the reproduction of higher education is the alienated labour of the academic. The article examines the role of alienated labour in academic work in its relationship to the proletarianisation of the University, 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.
Against boundaries: Dismantling the Curriculum in Higher EducationRichard Hall
My keynote presentation for the University of Worcester Learning, Teaching and Student Experience Conference 2017: Beyond Boundaries. See: http://www.worc.ac.uk/edu/1295.htm
The really open university: working together as open academic commonsRichard Hall
My keynote presentation for the Oxford Brookes Learning and Teaching Conference 2017: Working Together, Impacts and Challenges. See: http://bltc17.ocsld.org/
Surviving Economic Crises through EducationDavid R Cole
These slides show quotes and images from the book, 'Surviving Economic Crises through Education'. Each chapter adds a new perspective and further evidence with respect to how to survive an economic crisis. through education.
Life in the Undercommons: Sustaining Justice-work Post Disillusionment Chelda...eraser Juan José Calderón
Life in the Undercommons: Sustaining Justice-work Post Disillusionment
Chelda Smith, Erin Dyke, Mary Hermes
Abstract
This paper explores the tensions, challenges, and possibilities for engaging in justice work from within and beyond the university. Through personal and shared narratives, Mary Hermes, associate professor, and her students Chelda Smith and Erin Dyke discuss their motivations for becoming academics while also justice workers, and some of the ways these two roles scrape up against each other in the university and our communities and struggles within and beyond it. We frame our narratives, the products of a series of group discussions, around a few salient and overlapping themes: legitimizing modes of knowledge production, the dichotomization of the ‘university’ and ‘community,’ and the tensions involved in moving between and merging scholarship and activism. We conclude by considering our places in the undercommons of the university, and its potential for helping us collectively grapple with these tensions.
Conceptual framing for educational research through Deleuze and GuattariDavid R Cole
This presentation will address the issue of conceptual framing for educational research through the philosophy of Deleuze & Guattari. The picture of what this means is complicated by the fact that in their combined texts, Deleuze and Guattari present different notions of conceptual framing. In their final joint text, What is Philosophy? conceptual framing appears in the context of concept creation, and helps with the analysis of western philosophy through concepts such as ‘geophilosophy’. In their joint texts on Capitalism and Schizophrenia, concepts are aligned with pre-personal and individualising flows that pass through any context. This presentation will make sense of the disparate deployment of concepts in the work of Deleuze & Guattari to aid clear conceptual work in the growing international field of educational research inspired by their philosophy.
The Co-operative University as Anti-technocracy?Richard Hall
My slides to accompany my talk on 31 October 2018 for the Contemporary Philosophy of Technology Research Group at the University of Birmingham. The talk posed the following questions:
1. What is the proposed Co-operative University for?
2. What is its relationship to hegemony, in its pedagogy, governance, regulation and funding?
3. Can it enable us to develop autonomous responses to the authoritarian, technocratic re-engineering of higher education?
There are more details here: https://philoftech.wordpress.com/2018/10/01/the-co-operative-university-as-anti-technocracy/
A recording of the talk will follow at this site.
Radical pedagogies: Dismantling the curriculum educationRichard Hall
My slides for radical pedagogies: a humanities teaching forum, at the University of Kent on 11 January 2018. There are notes available at http://www.richard-hall.org/2018/01/12/radical-pedagogies-dismantling-the-curriculum-in-higher-education/
The Co-operative University as Anti-technocracy?Richard Hall
My slides to accompany my talk on 31 October 2018 for the Contemporary Philosophy of Technology Research Group at the University of Birmingham. The talk posed the following questions:
1. What is the proposed Co-operative University for?
2. What is its relationship to hegemony, in its pedagogy, governance, regulation and funding?
3. Can it enable us to develop autonomous responses to the authoritarian, technocratic re-engineering of higher education?
There are more details here: https://philoftech.wordpress.com/2018/10/01/the-co-operative-university-as-anti-technocracy/
A recording of the talk will follow at this site.
Radical pedagogies: Dismantling the curriculum educationRichard Hall
My slides for radical pedagogies: a humanities teaching forum, at the University of Kent on 11 January 2018. There are notes available at http://www.richard-hall.org/2018/01/12/radical-pedagogies-dismantling-the-curriculum-in-higher-education/
Future of open education Cox presentation.pptxGlenda Cox
I was invited to present at a webinar with other UNESCO chairs on the ‘Future of open education’, hosted by the UNESCO chair for Social Sustainability, University of SZcZecin, Warsaw, Poland (17 May 2023).
Integrated Education for Sustainability - Guide of Fundamentals and Practices...FGV Brazil
Since its origin, the FIS (Integrated Education for Sustainability) course has been applied in FGV-EAESP as an elective offered to students from the 5th semester of Business Administration, Public Administration, Economics and Law. We understand that FIS principles and practices can be implemented in other public and contexts, even if adjustments need to be designed and tested. For this reason, we developed this Guide.
GVces - Center for Sustainability Studies
www.gvces.com.br
The Transformative Power of Education: Unleashing Potential Through Study and...hussanisoyat
Education stands as one of the most powerful tools for personal and societal transformation. It has the remarkable ability to unlock human potential, ignite curiosity, and drive positive change. In this article, we delve into the transformative power of education, exploring how study and scholarship serve as catalysts for individual growth and collective progress.
Ill-being and the Hopeless University, a conversation at the Ends of KnowledgeRichard Hall
The PowerPoint slides from my June 14th, 2023, Ends of Knowledge reading group and seminar. Ends of Knowledge is a research network that brings health-related research into dialogue with critical university studies.
What are the material conditions of the contemporary academy? And how do those conditions reproduce ideas about health, illness, disability, and recovery? More details of my session with readings are at: https://www.endsofknowledge.com/events/richard-hall-ill-being-and-the-hopeless-university
Presentation on Decolonising Research Ethics, for the Decolonising the STEM Curriculum working group, University of Bristol. See video at: https://tinyurl.com/mr425vfb
Decolonising DMU: towards the anti-racist UniversityRichard Hall
Workshop materials for strategic visions and values workshop, at the university of Durham. Workshop focuses upon Decolonising DMU: towards the anti-racist University, and the tensions between EDI and decolonising work.
On alienation, hopelessness and the abolition of the UniversityRichard Hall
Slides for presentation and seminar at the research group of Assembling Postcapitalist International Political Economies (POSTCAPE), at the University of Tampere, Finland. This is on Wednesday October 5th, 2022, at 15-18.00 (EEST) and 13-16.00 (BST). For details, see http://www.richard-hall.org/2022/09/07/online-seminar-the-alienated-academic-and-the-hopeless-university/
Decolonising DMU and the PGR ExperienceRichard Hall
Slides for my session at the Decolonising Research Festival on 24 June at 2pm. For more events see: https://www.exeter.ac.uk/research/doctoralcollege/events/decolonisingresearch/ For more resources, see: http://www.richard-hall.org/2022/06/24/decolonising-the-pgr-experience-resources/
Decolonising DMU and the PGR ExperienceRichard Hall
Slides for a presentation on decolonising and the PGR experience at the first Decolonising the Research degree, network event. The aim of the session was: to situate work on decolonising the PGR experience, inside an institutional programme of work (DDMU) that has not previously prioritised research.
Decolonising DMU: Building the Anti-Racist UniversityRichard Hall
Slides for Decolonising DMU: Building the Anti-Racist University online, at a University of East Anglia event, hosted by UEA's Decolonising Interns' group. For more details, see: http://decolonising-dmu-building-the-anti-racist-university
Slides for DMU Social Media for Researchers workshop on Thursday 11 November 2021. Notes available at: http://www.richard-hall.org/2017/03/31/notes-on-social-media-for-researchers-dtp/
Decolonising institutional research: the possibilities for dismantling white ...Richard Hall
My presentation with Paris Connolly on 22 June 2021 at the Centre for Memory, Narrative and Histories Symposium, Anti-Racist Research in the Age of Black Lives Matter (http://arts.brighton.ac.uk/research/centre-for-research-in-memory-narrative-and-histories)
My slides for my presentation on Ill-being and the University, at the NNMHR Congress 2021: Medical Humanities: In(Visibility): https://nnmhr2021.org/ @nnmhrmed #nnmhr2021
Covid-19 and the idea of the UniversityRichard Hall
My speed lecture at DMU's, Research and the COVID-19 crisis - International Day of Education event. See: https://www.dmu.ac.uk/about-dmu/events/events-calendar/2021/january/research-and-the-covid-19-crisis-international-day-of-education.aspx
The idea of the University is being challenged at the intersection of crises, including those of finance and epidemiology. As a result, the public value of the University is continually questioned. This talk will uncover how, at the intersection of crises, those who labour in universities might recover their historical agency, and reimagine higher learning.
COVID-19 and the idea of the UniversityRichard Hall
Slides for DMU Education Research seminar on Covid-19 and the idea of the University. Abstract available at: http://www.richard-hall.org/2020/10/27/slides-for-covid-19-and-the-idea-of-the-university/
Decolonising DMU: Building the Anti-Racist ClassroomRichard Hall
Slides for:
Patel, K., Hall, C., and Hall, R. (2020). Decolonising DMU: Towards the Anti-Racist Classroom. AdvanceHE Annual Conference 2020: Teaching in the spotlight: Creative thinking to enhance the student experience: From curriculum design to student success, Bedfordshire. https://www.advance-he.ac.uk/programmes-events/conferences/TLConf20
research-engaged teaching: a discussionRichard Hall
Slides for my workshop at DMU for the Faculty of Health and Life Sciences on research-engaged teaching.
Key links:
McLinden, M. et al. (2015). Strengthening the Links Between Research and Teaching. Education in Practice, 2(1), pp. 24-29
Student as Producer: https://studentasproducer.lincoln.ac.uk/
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
the University and alienated knowledge productionRichard Hall
my talk at the #AcProf2019 conference: Academics, Professionals and Publics: Changes in the Ecologies of Knowledge Work, held in Manchester on Thursday 4 April, 2019. (https://t.co/vqhp1bpMYB)
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Survey of Techniques for Maximizing LLM Performance.pptx
dismantling the curriculum in higher education
1. Dismantling the curriculum in higher
education
Richard Hall ¦ @hallymk1 ¦ rhall1@dmu.ac.uk ¦ richard-hall.org
Open Lecture Series ¦ University of Greenwich ¦ 22 November 2017
2.
3. That learning process comes easiest to those of us who also believe that our work is not merely
to share information but to share in the intellectual and spiritual growth of our students.
To teach in a manner that respects and cares for the souls of our students is essential if we are
to provide the necessary conditions where learning can most deeply and intimately begin.
bell hooks. 1994. Teaching to Transgress, p. 13.
4. An HE policy narrative with three pedagogic functions:
1.the fetishisation of human capital;
2.the proletarianisation of academic labour; and
3.frames the internalisation of performative responses.
A narrative that catayses academic and student ill-health or
quitting, and in particular of a rise in anxiety.
5. Cyclonic (Dyer-Witheford, 2015) processes:
•Money: student fees;
•Data: NSS/LEO;
•Governance: OfS; REF, TEF, KEF.
Inside a policy framework:
•HM Treasury Productivity Plan (2015);
•Small Business, Enterprise and Employability
Act (DBIS 2015);
•HE and Research Act (DfE 2017);
•Consultation on OfS (DfE, 2017).
6. • no exaggeration to say that our country’s future depends more than ever
on the success of our HEIs
• we will not forget the underlying values of HE… joy and value of
knowledge pursued for its own sake; pursuit of the good, the true and
the beautiful
• uncompromising in our protection of students’ interests… insist on value
for money for the student [and] also for the taxpayer
• we will embrace both collaboration and competition.
Barber, M. (2017). Foreward, in Securing student success. Government consultation on behalf
of the Office for Students, pp. 8-9.
7. Effective competition compels providers to focus on students’ needs and
aspirations, drives up outcomes that students care about, puts downward
pressure on costs, leads to more efficient allocation of resources between
providers, and catalyses innovation.
The higher education sector in England is well suited to market
mechanisms driving continuous improvement
many of the primary benefits to the student… are spread out over their life
time. This exposes the market to distortions…
Students need to be protected as they make potentially life changing
decisions about higher education, but this cannot and will not be at the
expense of deep, trust-based higher education experiences.
Securing student success. Government consultation on behalf of the Office for Students, pp.
43-5.
8.
9. Competition is the completest expression of the battle of all against all
which rules in modern civil society…
Each is in the way of the other, and each seeks to crowd out all who are
in his way, and to put himself in their place.
But this competition of the workers among themselves is the worst side
of the present state of things in its effect upon the worker, the sharpest
weapon against the proletariat in the hands of the bourgeoisie.
Hence the effort of the workers to nullify this competition by associations
Engels, F. (1845). Condition of the Working Class in England. London: Penguin, p. 111
10. The curriculum stripped back to reveal alienation
market intelligence ¦ performance data ¦ governing academic life
value/surplus-value money ¦ labour-power ¦ private property
illness ¦ precarity ¦ labour rights
money ¦ wealth
13. The curriculum stripped back to reveal alienation at the intersections of:
self/subject and other/object reflected in it;
gender and race reproduced through it;
adaptations to socio-environmental crises ignored in it;
the separation of (rather than flows between) internal and external;
disciplinary separations demanded by it.
The University is a central site of struggle over our social reproduction.
What is to be done?
14. The social use-value of the curriculum
the curriculum itself develops through the dynamic interaction of action and
reflection… constituted through an active process in which planning, acting and
evaluating are all reciprocally related and integrated into the process.
Grundy, S (1987). Curriculum: Product or Praxis?. London: Falmer Press, p. 115.
Vygotsky argues that teaching begins from the student’s experience in a particular
social context… arranged by the teacher so that the student teaches themselves:
‘Education should be structured so that it is not the student that is educated, but
that the student educates himself’ or, in other words, ‘...the real secret of education
lies in not teaching’
Neary, M. (2010). Student as producer: a pedagogy for the avant-garde? Learning Exchange,
1 (1), 5.
15. The use-value of the curriculum reveals
1.Technological and organisational forms of production, exchange and
consumption.
2.Relations to nature and the environment.
3.Social relations between people.
4.Mental conceptions of the world, embracing knowledges and cultural
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.
16. [To be engaged] invites us always to be in the present, to remember
that the classroom is never the same.
Traditional ways of thinking about the classroom stress the opposite
paradigm—that the classroom is always the same even when students
are different. To me, the engaged classroom is always changing.
Yet this notion of engagement threatens the institutionalized practices
of domination. When the classroom is truly engaged, it’s dynamic. It’s
fluid. It’s always changing.
bell hooks. 1994. Teaching to Transgress, p. 158.
17. The curriculum is white because it reflects the underlying logic of colonialism, which
believes the colonised do not own anything – not even their own experiences.
The role of the colonised in knowledge production mirrored their role in economic
production, where their resources were to provide raw materials that could then be
consumed in the west…
Implicit in the white curriculum is irrefutable evidence of white superiority as a matter
of truth and objectivity, while crafting a world-view that judges anything that it could
define as “non-white” or “other” as inferior.
‘Why is My Curriculum White?’ collective, 2015
18. 1. de-valuing diverse contributions
2. mainstreaming a narrower perspective on the world
3. characterizing academic thought as not ‘for’ thinkers from
other traditions
4. limiting classroom discussions
5. fostering the myth of white epistemological superiority
6. cultivating false connections between representation and
superiority/inferiority
7. silencing/alienating students that value concepts and ideas
not espoused by a white curriculum
Boyd, Z. 2014. Reflections on a #WhiteCurriculum. http://bit.ly/1MZkmAI
19. The wall is what we come up against: the sedimentation of history into a
barrier that is solid and tangible in the present, a barrier to change as well
as to the mobility of some, a barrier that remains invisible to those who can
flow into the spaces created by institutions.
Ahmed, S. (2012). On Being Included: Racism and Diversity In Institutional Life. Durham, NC: Duke
University Press, p. 175.
What we can no longer ignore, however, is the fact that the
curriculum, taken as a whole, risks perpetuating institutional racism.
[content; location of books; voice/silencing; attitudes; everyday
micro-aggressions; racial battle fatigue; emotional labour]
Olufemi , L. (2017). Decolonising the English Faculty: An Open Letter
20. the lure of whiteness becomes laid bare when starting from the point of
exploitation and the protection of privilege
empty gestures, proclamations and institutional policies… end up
serving only as (self-) legitimizing tools of deep and intersectional
gender inequalities.
To have to validate and assert one’s self constantly is exhausting. This
includes having to demonstrate belonging
the impact of TEF on minority academics is important, especially in
terms of the stress on metrics and their relationship to trust/authority,
and what legitimates curriculum
21.
22. the real intellectual wealth of the individual depends entirely on
the wealth of his real connections. Only this will liberate the
separate individuals… Bring them into practical connection with
the production (including intellectual production) of the whole
world and make it possible for them to acquire the capacity to
enjoy this all-sided production of the whole earth
Marx, K. (1998). The German Ideology. Amherst, NY: Prometheus Books, p. 59
23. individuals cannot gain mastery over their own social
interconnections before they have created them… ([through] their
conscious knowing and willing).
This bond is the product. It is a historic product. It belongs to a
historic phase of their development.
The alien and independent character in which it presently exists vis-
à-vis individuals proves only that the latter are still engaged in the
creation of the conditions of their social life, and that they have not
yet begun, on the basis of these conditions, to live it.
Marx, K. (1973). Grundrisse: Foundations of the Critique of Political Economy.
London: Penguin Books, pp. 161-62.
24. As intellectual workers we refuse the fetishised concept of the
knowledge society and engage in teaching, learning and research
only in so far as we can re-appropriate the knowledge that has
been stolen from the workers that have produced this way of
knowing (i.e. Abundance).
In the society of abundance the university as an institutional form is
dissolved, and becomes a social form or knowledge at the level of
society (i.e. The General Intellect).
It is only on this basis that we can knowingly address the global
emergencies with which we are all confronted [i.e. through
collective work/in the social factory].
The University of Utopia. n.d. Anti-Curriculum: A course of action. http://bit.ly/1qgEq8C
25. to trigger and coordinate a global participatory process and
immediate national application for the change of productive matrix
towards a society of open and common knowledge in Ecuador
The conceptual, philosophical and economic process and the
historical and socio-cognitive context framework, the
organizational principles governing the process, collaborative and
communicative digital tools and advance planning of the whole
process.
FLOK Society. 2014. General Framework Document to implement the Ecuadorian National
Plan for Good Living (2009). http://bit.ly/1pYHW7w
26. Is another world possible?
•Extend democracy into/through the curriculum.
•Uncover alienated-labour: private property; the division of
labour; and commodity exchange.
•Eliminate the social division of labour between owners and non-
owners.
•Less harmful relations of production.
•Natural science fused with philosophy – inter-disciplinarity.
•Global educational commons and critical pedagogy.
27. Points of solidarity across the social factory:
•the embodied toll that neoliberal restructuring and austerity takes
on mental and physical health;
•the control of life-activity through debt, precarious employment
and performance management;
•the reduction of life to entrepreneurship and employability;
•the assault on social justice, and labour and human rights;
•issues of crisis concerning poverty, climate change, on-going
colonialism etc..
28.
29. This work is licensed under a Creative Commons
Attribution 4.0 International License.