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/
higher education and the discipline of shockRichard Hall
a conversation at the CitizensEye-inspired Community Media Week in Leicester,on Tuesday 7 June 2011. theconversation wraps around a viewing of Naomi Klein's, The Shock Doctrine.
My presentation at the DMU-hosted seminar [held on 8 December 2011] on THE ASSAULT ON UNIVERSITIES: Privatisation, Secrecy and the Future of Higher Education.
Bath Spa Presentation: The Alienated Academic Richard Hall
The slides for my presentation at Bath Spa on Wednesday 23rd January on my book, The Alienated Academic: https://www.palgrave.com/gp/book/9783319943039
authoritarian neoliberalism and the alienation of academic labourRichard Hall
Slides for a presentation at the BERA Symposium on 27 June 2018: Debating theories of neoliberalism: New perspectives and framings in education research
There are accompanying notes and references at: http://www.richard-hall.org/2018/06/26/authoritarian-neoliberalism-and-the-alienation-of-academic-labour/
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/
higher education and the discipline of shockRichard Hall
a conversation at the CitizensEye-inspired Community Media Week in Leicester,on Tuesday 7 June 2011. theconversation wraps around a viewing of Naomi Klein's, The Shock Doctrine.
My presentation at the DMU-hosted seminar [held on 8 December 2011] on THE ASSAULT ON UNIVERSITIES: Privatisation, Secrecy and the Future of Higher Education.
Bath Spa Presentation: The Alienated Academic Richard Hall
The slides for my presentation at Bath Spa on Wednesday 23rd January on my book, The Alienated Academic: https://www.palgrave.com/gp/book/9783319943039
authoritarian neoliberalism and the alienation of academic labourRichard Hall
Slides for a presentation at the BERA Symposium on 27 June 2018: Debating theories of neoliberalism: New perspectives and framings in education research
There are accompanying notes and references at: http://www.richard-hall.org/2018/06/26/authoritarian-neoliberalism-and-the-alienation-of-academic-labour/
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/
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/
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
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.
CH 9 Liberty and Literacy_Contemporary perspectives.pptVATHVARY
Debate the prevalence of hegemonic versus participatory democracy in modern society and examine the role of schools in promoting these ideals.
Discuss how various literacy perspectives (conventional, functional, cultural, critical) impact different social groups and ideological orientations.
Explain how the literacy perspectives (conventional, functional, critical) align with distinct educational objectives.
Explain the significance of media access and consolidation in relation to contemporary information technology trends.
Evaluate arguments for and against cultural literacy, considering its unique but interconnected nature.
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.
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.
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)
Technology and co-operative practice against the neoliberal universityRichard Hall
Slides for my presentation at the CAPPE, Neoliberalism and Everyday Life conference on 4 September 2014 http://arts.brighton.ac.uk/research/cappe/conferences/conferences/annual-conference-neoliberalism-and-everyday-life
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.
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Re-engineering Education: the University as Anxiety Machine
1. Re-engineering Education: the
University as Anxiety machine*
*Images in this presentation are hyperlinked to their source
Richard Hall ¦ @hallymk1 ¦ rhall1@dmu.ac.uk ¦ richard-hall.org
2. an intervention on how anxiety at university is inherent in
a neoliberal HE sector that distorts the student experience
into a value-for-money exercise
3. A desiring machine: humane values
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. A performative machine
HE policy:
• commodification and human capital theory;
• proletarianisation of academic labour through competition;
• a narrative that catayses academic and student ill-health or
quitting, and in particular of a rise in anxiety.
5. Constant revolutionizing of production, uninterrupted disturbance of all social conditions,
everlasting uncertainty and agitation distinguish the bourgeois epoch from all earlier
ones.
All fixed, fast frozen relations, with their train of ancient and venerable prejudices and
opinions, are swept away, all new-formed ones become antiquated before they can ossify.
All that is solid melts into air, all that is holy is profaned, and [woman] is at last compelled
to face with sober senses [her] real condition of life and [her] relations with his kind.
Marx, K., and Engels, F. (2002). The The Communist Manifesto. London: Penguin, p. 13.
6. [T]he creative power of [an individual’s] labour establishes itself as the power of capital, as
an alien power confronting [her]...
Thus all the progress of civilisation, or in other words every increase in the powers of social
production... in the productive powers of labour itself – such as results from science,
inventions, divisions and combinations of labour, improved means of communication, creation
of the world market, machinery etc., enriches not the worker, but rather capital;
hence only magnifies again the power dominating over labour... the objective power standing
over labour.
Marx, K. (1993). GrundrisseOutline of the Critique of Political Economy. London: Penguin, pp. 307-8.
7.
8.
9. The anxiety machine
• normalised: anxiety-driven overwork as a culturally-acceptable self-harming activity
• pathological: the design of a system driven by improving productivity and the potential for the
accumulation of capital
• structural: forms of anxiety that generate automated, hyperactive and repetitive institutional
responses, which are of such competitive advantage that they are not a systemic bug
• identity: academic peloton moves through overwork, performance management and
discourses of entrepreneurship, excellence, impact
to reconsider anxiety as the normalised response of a radically-altered academic identity,
in a sector that has been aggressively reorganised to subordinate the labour of learning to
the free reproduction of capital.
10. Weltschmerz, or a world weariness that lies beyond anxiety, anguish or ennui, reflects
a deeper sense of hopelessness about the academic project.
such despair is connected to a loss of autonomy that is itself rooted in the inability to
escape from capital’s domination.
the cultural terrain upon which capital works reinforces within us a sense that we are
not productive enough, and that this is sinful.
reflects not only their loss of self in their work, but also constant self-judgement
through internalised performance management. (Hall, 2018, pp. 161-2)
11. A desiring machine: humane values
Living a feminist life:
• does not mean adopting a set of ideals or norms of conduct;
• although it might mean asking ethical questions about how to live better in an
unjust and unequal world (in a not-feminist and antifeminist world);
• how to create relationships with others that are more equal;
• how to find ways to support those who are not supported or are less supported
by social systems;
• how to keep coming up against histories that have become concrete, histories
that have become as solid as walls.
Ahmed, S. (2017). Living a Feminist Life. Durham: Duke University Press, p. 1.