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 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/
This document discusses the production of revolutionary subjects and revolutionary production in the current age of complexity, crisis, and change. It argues that data has emerged as a dominant factor of production, asserting itself over land, labor, and capital. Various experiments in alternative and emancipatory production are noted, with a need to holistically coordinate efforts to de-commodify resources and establish refuge spaces as nodes for value liberation networks across borders. A collective, grassroots leadership is needed to build a moral vision of classless societies and integrate modules of value chains and refuge spaces that dismantle current systems of property, trade, production and capital based on data commodification.
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
This document proposes the creation of GNUnion, a distributed and organized network designed to empower workers through several collaborative projects. GNUnion would consist of projects like SaysUs to anonymously report workplace issues; LabourLeaks to investigate documents exposing rights violations; UnionUpgrade to support independent unions; and WikiStrike to coordinate direct action. It aims to help precarious workers self-organize using peer-to-peer tools and hack existing systems that exploit worker data and knowledge for emancipation from wage labor. The network is in development and seeking collaborators.
Social co-operatives and the democratisation of higher educationRichard Hall
1. The document summarizes a presentation on alternative models of higher education leadership and governance, specifically social cooperatives. It discusses the issues with the increasing financialization, marketization, and lack of transparency in traditional university governance.
2. It proposes that social/solidarity cooperatives provide a democratic model of multi-stakeholder governance as an alternative to corporate models and as a way to re-appropriate knowledge production.
3. Key aspects of this cooperative model include worker self-management, more participatory decision making, and addressing the concerns over increased hierarchy in university management.
Communes, Commonism and Co-ops: Rethinking the university as a hackerspaceJoss Winn
My abstract for the British HCI conference 2015 at the University of Lincoln. I'm on the 'HCI, politics and activism' panel.
In this talk I reflect on the history of hacking and its origins in the 'commune' of the academy (Winn, 2013). I then discuss the role of Copyleft licenses (Stallman, 2010) as "the practical manifestation of a social structure" (Weber, 2004, 85; Winn, 2015); a form of administration for the production of 'commonism' (Dyer-Witheford, 2007; Neary and Winn, 2012). Finally, I argue that the emerging form of 'open co-operative' can be understood as a latent material response to Stallman's original predicament when Venture Capitalism took over his 'Garden of Eden': mutual ownership and control of knowledge production. Significantly, the "crucial innovation" for an emerging form of 'open co-operative' (Bauwens, 2014) is a further adaptation of Copyleft called Commons-Based Reciprocity Licenses, or 'Copyfarleft' (Kleiner, 2007), thereby uniting co-operative legal structures with subversive licensing contracts. To what extent can we reconstitute higher education and the idea of the university along the lines of an open co-operative, so that academic science can continue to contribute to the common good? (Winn, 2015) All Power to the Communes!
Against educational technology in the neoliberal UniversityRichard Hall
Slides for my presentation at the CAMRI Research Seminar on 25 March 2015 [see: http://www.westminster.ac.uk/camri/research-seminars/richard-hall-against-educational-technology-in-the-neoliberal-university]
This document discusses the emergence of open science and the open science economy. It makes the following key points:
1. The open science economy (OSE) utilizes open-source models and applications like open access, open archiving, and open publishing in distributed knowledge and learning systems. This has led to more diffuse, decentralized knowledge production based on open innovation.
2. Peer-to-peer distributed knowledge systems through open-source projects rival proprietary products due to rapid global sharing. The OSE encourages a culture of collaborative, participatory research involving the public.
3. Portal-based knowledge environments and global science gateways now support collaborative science. Open-source informatics enables knowledge grids that interconnect science communities
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/
This document discusses the production of revolutionary subjects and revolutionary production in the current age of complexity, crisis, and change. It argues that data has emerged as a dominant factor of production, asserting itself over land, labor, and capital. Various experiments in alternative and emancipatory production are noted, with a need to holistically coordinate efforts to de-commodify resources and establish refuge spaces as nodes for value liberation networks across borders. A collective, grassroots leadership is needed to build a moral vision of classless societies and integrate modules of value chains and refuge spaces that dismantle current systems of property, trade, production and capital based on data commodification.
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
This document proposes the creation of GNUnion, a distributed and organized network designed to empower workers through several collaborative projects. GNUnion would consist of projects like SaysUs to anonymously report workplace issues; LabourLeaks to investigate documents exposing rights violations; UnionUpgrade to support independent unions; and WikiStrike to coordinate direct action. It aims to help precarious workers self-organize using peer-to-peer tools and hack existing systems that exploit worker data and knowledge for emancipation from wage labor. The network is in development and seeking collaborators.
Social co-operatives and the democratisation of higher educationRichard Hall
1. The document summarizes a presentation on alternative models of higher education leadership and governance, specifically social cooperatives. It discusses the issues with the increasing financialization, marketization, and lack of transparency in traditional university governance.
2. It proposes that social/solidarity cooperatives provide a democratic model of multi-stakeholder governance as an alternative to corporate models and as a way to re-appropriate knowledge production.
3. Key aspects of this cooperative model include worker self-management, more participatory decision making, and addressing the concerns over increased hierarchy in university management.
Communes, Commonism and Co-ops: Rethinking the university as a hackerspaceJoss Winn
My abstract for the British HCI conference 2015 at the University of Lincoln. I'm on the 'HCI, politics and activism' panel.
In this talk I reflect on the history of hacking and its origins in the 'commune' of the academy (Winn, 2013). I then discuss the role of Copyleft licenses (Stallman, 2010) as "the practical manifestation of a social structure" (Weber, 2004, 85; Winn, 2015); a form of administration for the production of 'commonism' (Dyer-Witheford, 2007; Neary and Winn, 2012). Finally, I argue that the emerging form of 'open co-operative' can be understood as a latent material response to Stallman's original predicament when Venture Capitalism took over his 'Garden of Eden': mutual ownership and control of knowledge production. Significantly, the "crucial innovation" for an emerging form of 'open co-operative' (Bauwens, 2014) is a further adaptation of Copyleft called Commons-Based Reciprocity Licenses, or 'Copyfarleft' (Kleiner, 2007), thereby uniting co-operative legal structures with subversive licensing contracts. To what extent can we reconstitute higher education and the idea of the university along the lines of an open co-operative, so that academic science can continue to contribute to the common good? (Winn, 2015) All Power to the Communes!
Against educational technology in the neoliberal UniversityRichard Hall
Slides for my presentation at the CAMRI Research Seminar on 25 March 2015 [see: http://www.westminster.ac.uk/camri/research-seminars/richard-hall-against-educational-technology-in-the-neoliberal-university]
This document discusses the emergence of open science and the open science economy. It makes the following key points:
1. The open science economy (OSE) utilizes open-source models and applications like open access, open archiving, and open publishing in distributed knowledge and learning systems. This has led to more diffuse, decentralized knowledge production based on open innovation.
2. Peer-to-peer distributed knowledge systems through open-source projects rival proprietary products due to rapid global sharing. The OSE encourages a culture of collaborative, participatory research involving the public.
3. Portal-based knowledge environments and global science gateways now support collaborative science. Open-source informatics enables knowledge grids that interconnect science communities
What is the importance of Social Media to university education?alex bal
Web 2.0 technologies and social media facilitate new models of informal, peer-based, and experiential learning. They allow learners to explore and discover knowledge through participation in online communities, by sharing personal experiences and narratives. Learners co-construct meaning and learn from doing, reflecting on their experiences and social contexts, rather than through didactic learning. These new forms of learning and knowledge production blur boundaries and can influence traditional education models and institutions.
From Open to Inclusive – Asserting rights-based approaches in globalized lea...Alan Bruce
This document discusses the impact of globalization on education and learning. It argues that while globalization has increased access to information and opened up opportunities for learning, it has also exacerbated inequalities in access. The document examines how economic factors largely drive developments in education under globalization. It emphasizes the need for rights-based and inclusive approaches to learning to ensure populations at risk of exclusion can fully participate. Strategies like universal design and innovative learning systems are needed to promote meaningful social inclusion in globalized education.
This document provides an overview of an essay discussing the human predisposition for collaboration and arguing for more horizontal collaborative structures over hierarchical ones. It begins by defining key terms like paradigm shift, new economy, and horizontal vs hierarchical structures. It then discusses concepts like community, capitalism, Fordism, and Andy Warhol's Factory to show how collaboration has been incorporated into existing systems. It argues that creativity and people themselves are becoming commodified and suggests collaboration could structure societies and industries going forward in a more equitable, horizontal way. Examples like the Pong Experiment are presented to show humans' innate tendency to collaborate.
MCN 2008: Imagining a Smithsonian CommonsMichael Edson
Presented at the Museum Computer Network, Washington, D.C., 11-13-2008. See the accompanying pdf of the text (with footnotes and references!) for the full story. Note that these are the author\\\'s views about what *might* happen at the Smithsonian - - this is not official policy.
NOTE: this content is in the public domain (I'm a federal employee) but SlideShare doesn't let me tag it that way.
The working world is in a complete transformation. The processing factors are known. And the digital is a part of the problems :
- digital technologies transform the nature of any jobs that humans still do : jobs use computer more often, they are more abstract, and more mobile.
- Relationships and time are porous, and this porosity is all consuming.
- and recent studies have shown that robotics and smart systems will continue to destroy creative, service-related and skilled occupations.
Why are the transitions not easy ? This document presents 3 alternative models for work and employment organisation, work distribution and redistribution.
This document discusses the historical context of youth involvement in social protests from the 1960s onward, providing examples from France in 1968 and China in 1989. It then examines contemporary examples like student demonstrations in 2010-2011 and the London riots in 2011. The document explores why young people may feel unhappy and discontent, and how new technologies have empowered and connected youth but also made them difficult to control. Youth are generally early adopters of technology, and some view hacking groups like Anonymous as a new form of youth protest in the digital age.
While differences between the rich and poor cannot be fully eliminated due to human nature and biology, balancing social inequalities is an important goal. Changes to social structures should not be forced through violence but through respectful dialogue between all involved groups, with the aim of finding a solution that satisfies everyone. In the digital age, conscious efforts need to be made through organizations to continually diminish social differences and maintain a balance that allows all individuals to live satisfied lives within their means.
This document outlines a module on corporate (social) responsibility. It discusses the history and evolution of concepts like CSR, corporate responsibility, and sustainable business. The module aims to provide students with an understanding of the challenges faced by businesses in linking economic success with social and environmental concerns. It also aims to explore perspectives on the relationship between business and society. Key topics to be covered include the business case for responsibility, important issues and emerging topics, and governance of these issues. Students will develop critical thinking skills relevant to social responsibility in organizational contexts. Required readings provide background on the history of CSR and ways companies make the business case for sustainable practices.
The Value Between Us examines groups and the potential value that connects today’s network of networks. The information economy and the derived value is rooted in exchanges which occur not just among institutions but groups who may have no legal or institutional affiliation, informal cooperatives. These groups attract attention and participation of those who have similar interests and are guided by kernels. These groups operate between ecosystems as alternative open spaces for collaboration. When informal cooperatives and institutions collaborate they form a collaboration sphere, an independent space of engagement. While informal cooperatives are fueled by similar interests they can infuse diversification through their weak ties. These relationships create balance within groups to mitigate against polarization. The distance between and within informal cooperatives and institutions are structural holes. These gaps require brokering by a new kind of communicator, the new curator. This new brokering role bridges the gaps between today’s network of networks, especially those with dissimilar interests and values. The new curator is an independent actor who straddles between informal cooperatives and institutions. The new curator cultivates environmental conditions conducive for dialogue, cooperation and ultimately, collaboration. Through a multi-discipinary theoretical approach with current qualitative examples, this thesis argues that while we might believe we are in a connected world, we are not. The Value Between Us issues a call to action to invest in new curators to support and protect informal cooperatives, cultivate the value between today’s networks of networks.
The Co-operative University: Labour, Property and PedagogyJoss Winn
Slides for a conference paper: http://eprints.lincoln.ac.uk/14342/
We are witnessing an “assault” on universities (Bailey and Freedman, 2011) and the future of higher education and its institutions is being “gambled.” (McGettigan, 2013) For many years now, we have been warned that our institutions are in “ruins” (Readings, 1997). We campaign for the “public university” (Holmwood, 2011) but in the knowledge that we work for private corporations, where academic labour is increasingly subject to the regulation of performative technologies (Ball, 2003) and where the means of knowledge production is being consolidated under the control of an executive. We want the cops off our campus but lack a form of institutional governance that gives teachers and students a right to the university. (Bhandar, 2013)
Outside the university, there is an institutional form that attempts to address issues of ownership and control over the means of production and constitute a radical form of democracy among those involved. Worker co-operatives are a form of ‘producer co- operative’ constituted on the values of autonomy, democracy, equality, equity and solidarity. In most cases the assets (the ‘means of production’) of the co-operative are held under ‘common ownership’, a social form of property that goes beyond the distinction between private and public.
I begin this paper by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education. I then focus in particular on the ‘worker co-operative’ organisational form and discuss its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic theory of ‘Student as Producer’.
Social sustainability, mass intellectuality and the idea of the UniversityRichard Hall
1. The document discusses the crisis of capitalism and its effects on universities.
2. It argues that universities are being restructured by transnational capitalism to accumulate value and reinforce its power through financialization, commodification, and other means.
3. This poses challenges for the role of universities and struggles over their social purpose, especially as students and staff experience the impacts of issues like debt, unemployment, and inequality.
The practicalities and pedagogies of adult learning co-operatives: the case o...Richard Hall
The document summarizes the history and mission of Leicester Vaughan College, an adult learning co-operative in Leicester, UK. It began in 1862 providing civic-facing education for working people. It later joined the University of Leicester but closed and was re-founded in 2017 as a Community Benefit Society. Its mission is to provide accessible, part-time higher education courses grounded in co-operative values of democracy, equality, and community benefit. It offers courses in counseling, humanities, social sciences, and more using co-operative pedagogies that empower students.
Against boundaries: Dismantling the Curriculum in Higher EducationRichard Hall
The document discusses dismantling boundaries in higher education and reimagining the university curriculum. It argues that the university curriculum should be co-created by students and staff through engaged, cooperative work. Currently, the document states that universities are constrained by their role within the capitalist system which prioritizes economic outcomes over learning. The document calls for reorganizing the university as an open, cooperative system focused on collective work, democratic governance, and connecting educational resources on a global scale.
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/
Educational technology and the war on public educationRichard Hall
I'm presenting at the University of Lincoln's Centre for Educational Research and Development conference on Thursday June 7. I'll be speaking about Educational technology and the war on public education.
For a political economy of open educationRichard Hall
My presentation at Open Education: Condition Critical, 20 November 2014. See: http://www.richard-hall.org/2014/11/19/for-a-political-economy-of-open-education/
Educational technology and the war on public educationRichard Hall
- Educational technology is being used as a tool in the war on public education and the commodification of higher education.
- Technologies like cloud computing, learning management systems from companies like Blackboard, and mobile learning are enabling the privatization and outsourcing of academic services.
- These technologies facilitate the separation of work, distribution of skills to low-wage societies, and attempts to commodify and monetize aspects of education.
- Academics must critically examine and question how technologies impact universities and what can be done to re-imagine higher education as a public good rather than a private commodity.
This document discusses open and collaborative models of learning, knowledge production, and education. It emphasizes learner-centered approaches where learners decide what, when, how, and how quickly to learn. Peer-to-peer interactions and social learning are important. The document also references concepts like autopoiesis, the commons, commoning, open knowledge, and constructing diversity in forms of socialization and knowledge production. Overall it promotes collaborative, relationship-based models of learning and knowledge validation that are open and distributed by nature.
What is the importance of Social Media to university education?alex bal
Web 2.0 technologies and social media facilitate new models of informal, peer-based, and experiential learning. They allow learners to explore and discover knowledge through participation in online communities, by sharing personal experiences and narratives. Learners co-construct meaning and learn from doing, reflecting on their experiences and social contexts, rather than through didactic learning. These new forms of learning and knowledge production blur boundaries and can influence traditional education models and institutions.
From Open to Inclusive – Asserting rights-based approaches in globalized lea...Alan Bruce
This document discusses the impact of globalization on education and learning. It argues that while globalization has increased access to information and opened up opportunities for learning, it has also exacerbated inequalities in access. The document examines how economic factors largely drive developments in education under globalization. It emphasizes the need for rights-based and inclusive approaches to learning to ensure populations at risk of exclusion can fully participate. Strategies like universal design and innovative learning systems are needed to promote meaningful social inclusion in globalized education.
This document provides an overview of an essay discussing the human predisposition for collaboration and arguing for more horizontal collaborative structures over hierarchical ones. It begins by defining key terms like paradigm shift, new economy, and horizontal vs hierarchical structures. It then discusses concepts like community, capitalism, Fordism, and Andy Warhol's Factory to show how collaboration has been incorporated into existing systems. It argues that creativity and people themselves are becoming commodified and suggests collaboration could structure societies and industries going forward in a more equitable, horizontal way. Examples like the Pong Experiment are presented to show humans' innate tendency to collaborate.
MCN 2008: Imagining a Smithsonian CommonsMichael Edson
Presented at the Museum Computer Network, Washington, D.C., 11-13-2008. See the accompanying pdf of the text (with footnotes and references!) for the full story. Note that these are the author\\\'s views about what *might* happen at the Smithsonian - - this is not official policy.
NOTE: this content is in the public domain (I'm a federal employee) but SlideShare doesn't let me tag it that way.
The working world is in a complete transformation. The processing factors are known. And the digital is a part of the problems :
- digital technologies transform the nature of any jobs that humans still do : jobs use computer more often, they are more abstract, and more mobile.
- Relationships and time are porous, and this porosity is all consuming.
- and recent studies have shown that robotics and smart systems will continue to destroy creative, service-related and skilled occupations.
Why are the transitions not easy ? This document presents 3 alternative models for work and employment organisation, work distribution and redistribution.
This document discusses the historical context of youth involvement in social protests from the 1960s onward, providing examples from France in 1968 and China in 1989. It then examines contemporary examples like student demonstrations in 2010-2011 and the London riots in 2011. The document explores why young people may feel unhappy and discontent, and how new technologies have empowered and connected youth but also made them difficult to control. Youth are generally early adopters of technology, and some view hacking groups like Anonymous as a new form of youth protest in the digital age.
While differences between the rich and poor cannot be fully eliminated due to human nature and biology, balancing social inequalities is an important goal. Changes to social structures should not be forced through violence but through respectful dialogue between all involved groups, with the aim of finding a solution that satisfies everyone. In the digital age, conscious efforts need to be made through organizations to continually diminish social differences and maintain a balance that allows all individuals to live satisfied lives within their means.
This document outlines a module on corporate (social) responsibility. It discusses the history and evolution of concepts like CSR, corporate responsibility, and sustainable business. The module aims to provide students with an understanding of the challenges faced by businesses in linking economic success with social and environmental concerns. It also aims to explore perspectives on the relationship between business and society. Key topics to be covered include the business case for responsibility, important issues and emerging topics, and governance of these issues. Students will develop critical thinking skills relevant to social responsibility in organizational contexts. Required readings provide background on the history of CSR and ways companies make the business case for sustainable practices.
The Value Between Us examines groups and the potential value that connects today’s network of networks. The information economy and the derived value is rooted in exchanges which occur not just among institutions but groups who may have no legal or institutional affiliation, informal cooperatives. These groups attract attention and participation of those who have similar interests and are guided by kernels. These groups operate between ecosystems as alternative open spaces for collaboration. When informal cooperatives and institutions collaborate they form a collaboration sphere, an independent space of engagement. While informal cooperatives are fueled by similar interests they can infuse diversification through their weak ties. These relationships create balance within groups to mitigate against polarization. The distance between and within informal cooperatives and institutions are structural holes. These gaps require brokering by a new kind of communicator, the new curator. This new brokering role bridges the gaps between today’s network of networks, especially those with dissimilar interests and values. The new curator is an independent actor who straddles between informal cooperatives and institutions. The new curator cultivates environmental conditions conducive for dialogue, cooperation and ultimately, collaboration. Through a multi-discipinary theoretical approach with current qualitative examples, this thesis argues that while we might believe we are in a connected world, we are not. The Value Between Us issues a call to action to invest in new curators to support and protect informal cooperatives, cultivate the value between today’s networks of networks.
The Co-operative University: Labour, Property and PedagogyJoss Winn
Slides for a conference paper: http://eprints.lincoln.ac.uk/14342/
We are witnessing an “assault” on universities (Bailey and Freedman, 2011) and the future of higher education and its institutions is being “gambled.” (McGettigan, 2013) For many years now, we have been warned that our institutions are in “ruins” (Readings, 1997). We campaign for the “public university” (Holmwood, 2011) but in the knowledge that we work for private corporations, where academic labour is increasingly subject to the regulation of performative technologies (Ball, 2003) and where the means of knowledge production is being consolidated under the control of an executive. We want the cops off our campus but lack a form of institutional governance that gives teachers and students a right to the university. (Bhandar, 2013)
Outside the university, there is an institutional form that attempts to address issues of ownership and control over the means of production and constitute a radical form of democracy among those involved. Worker co-operatives are a form of ‘producer co- operative’ constituted on the values of autonomy, democracy, equality, equity and solidarity. In most cases the assets (the ‘means of production’) of the co-operative are held under ‘common ownership’, a social form of property that goes beyond the distinction between private and public.
I begin this paper by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education. I then focus in particular on the ‘worker co-operative’ organisational form and discuss its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic theory of ‘Student as Producer’.
Social sustainability, mass intellectuality and the idea of the UniversityRichard Hall
1. The document discusses the crisis of capitalism and its effects on universities.
2. It argues that universities are being restructured by transnational capitalism to accumulate value and reinforce its power through financialization, commodification, and other means.
3. This poses challenges for the role of universities and struggles over their social purpose, especially as students and staff experience the impacts of issues like debt, unemployment, and inequality.
The practicalities and pedagogies of adult learning co-operatives: the case o...Richard Hall
The document summarizes the history and mission of Leicester Vaughan College, an adult learning co-operative in Leicester, UK. It began in 1862 providing civic-facing education for working people. It later joined the University of Leicester but closed and was re-founded in 2017 as a Community Benefit Society. Its mission is to provide accessible, part-time higher education courses grounded in co-operative values of democracy, equality, and community benefit. It offers courses in counseling, humanities, social sciences, and more using co-operative pedagogies that empower students.
Against boundaries: Dismantling the Curriculum in Higher EducationRichard Hall
The document discusses dismantling boundaries in higher education and reimagining the university curriculum. It argues that the university curriculum should be co-created by students and staff through engaged, cooperative work. Currently, the document states that universities are constrained by their role within the capitalist system which prioritizes economic outcomes over learning. The document calls for reorganizing the university as an open, cooperative system focused on collective work, democratic governance, and connecting educational resources on a global scale.
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/
Educational technology and the war on public educationRichard Hall
I'm presenting at the University of Lincoln's Centre for Educational Research and Development conference on Thursday June 7. I'll be speaking about Educational technology and the war on public education.
For a political economy of open educationRichard Hall
My presentation at Open Education: Condition Critical, 20 November 2014. See: http://www.richard-hall.org/2014/11/19/for-a-political-economy-of-open-education/
Educational technology and the war on public educationRichard Hall
- Educational technology is being used as a tool in the war on public education and the commodification of higher education.
- Technologies like cloud computing, learning management systems from companies like Blackboard, and mobile learning are enabling the privatization and outsourcing of academic services.
- These technologies facilitate the separation of work, distribution of skills to low-wage societies, and attempts to commodify and monetize aspects of education.
- Academics must critically examine and question how technologies impact universities and what can be done to re-imagine higher education as a public good rather than a private commodity.
This document discusses open and collaborative models of learning, knowledge production, and education. It emphasizes learner-centered approaches where learners decide what, when, how, and how quickly to learn. Peer-to-peer interactions and social learning are important. The document also references concepts like autopoiesis, the commons, commoning, open knowledge, and constructing diversity in forms of socialization and knowledge production. Overall it promotes collaborative, relationship-based models of learning and knowledge validation that are open and distributed by nature.
Do We Have To Provide Educational Services When We Teach?Dominik Lukes
The document discusses the use of marketplace metaphors in discussions about education policy and discourse. It provides several examples where education is discussed using metaphors of businesses, customers, competition, etc. It then analyzes how conceptual metaphors from the domain of marketplace are projected onto and can influence perspectives on education. Alternative metaphors for education are also proposed.
The document discusses the concept of the "third mission" of universities, which involves universities applying knowledge to address societal challenges. It proposes that lifelong learning and generating key competencies should be the focus of the third mission. It also introduces the concept of the "Conversity", which aims to facilitate lifelong learning through communities of practice, regional industry collaborations, and local community engagement to address issues at various scales from daily life to future concerns.
University Civic Engagement: What Does It Mean to Be An Engaged University?ExCID
Civic engagement refers to the ways citizens participate in their community to improve conditions or shape the future. It means promoting quality of life through political and non-political processes. An engaged citizen has the ability, agency, and opportunity to address public issues. Universities are expected to integrate into their communities, care about local issues, and exchange knowledge to educate socially responsible citizens. The basic assumption is that universities have public responsibility for community development.
The document provides information about the 2011-2013 IUPUI Common Theme project titled "Change Your World: The Power of New Ideas". It will focus on social entrepreneurship using the book "How to Change the World: Social Entrepreneurs and the Power of New Ideas" as a campus reader. The project aims to promote campus unity, conversation, and collaboration across disciplines on timely issues. It offers opportunities for active learning, service learning, research, and collaboration both on campus and with the community. The steering committee will help by celebrating current social entrepreneurship activities, collecting stories and research, and providing resources to pursue new ideas.
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to study conceptions of citizenship, democracy, and social justice around the world. Key lessons from the DRC's decade of work include the value of collaborative knowledge production, iterative learning linking different forms of knowledge, linking research to action, connecting research on democracy to democratic pedagogies, and the role of university researchers in empowering collaborators. The document argues that universities can and should play a role in social justice through knowledge production, though current economic and political pressures challenge this role.
Similar to The Co-operative University as Anti-technocracy? (20)
Ill-being and the Hopeless University, a conversation at the Ends of KnowledgeRichard Hall
This document discusses the hopeless and pathological state of the modern university. It argues that the university has become shaped only in relation to capital and crisis, unable to address societal problems. This breeds despair, depression, and ill-being among academics, who must overwork and harm themselves to survive within the "anxiety machine". The document calls for moving beyond the university to reintegrate intellectuality with society and define alternative structures not based on competition and commodification, in order to overcome alienation and struggle for dignity.
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
This document discusses using social media to build research networks and profiles. It outlines several principles for social media use, including balance, risk, openness and ethics. Participants will learn tools for developing social media networks and profiles. Examples of useful social media tools are given for knowledge sharing, professional development, conducting research ethically, and disseminating work. Considerations around time investment, risk tolerance, openness, publishing formats and maintaining separate identities across platforms are discussed. Ethical issues focus on respecting research participants and avoiding harm.
Decolonising DMU: Building the Anti-racist UniversityRichard Hall
This document summarizes the work of the Decolonising DMU project team in collecting data and key findings about decolonization efforts at De Montfort University. The team conducted surveys of staff and students to understand their perspectives on decolonization. Key findings showed that decolonization was viewed as challenging existing structures, addressing racial disparities and increasing racial literacy. However, some also saw it as divisive or tokenistic. The document outlines a working position of defining decolonization through dignity of difference and diversifying curriculum, knowledge production and staff. It also discusses efforts to embed decolonization in a postgraduate teaching certificate and develop a decolonization toolkit for new academics.
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)
This document discusses the issues of ill-being and mental health problems exacerbated by the modern university system. It argues that universities have become "pathological" institutions shaped by crisis, competition for money, and precarity of academic work. This leads to a normalization of overwork, anxiety, hopelessness, and self-harm among academics and students. The pandemic further amplified these issues and revealed deeper problems with a system that prioritizes value, productivity, and capital accumulation over well-being. The document calls for finding ways to widen possibilities beyond current "algorithmic solutions" and to question how to build a more sustainable system and way of life.
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
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
This document summarizes Richard Hall's experience working to embed inclusivity in the curriculum at De Montfort University (DMU). It describes how DMU has progressed from a focus on "Freedom to Achieve" to reduce the BAME attainment gap, to a broader initiative called "Decolonising DMU" to promote inclusion across the institution. Key activities discussed include curriculum co-creation with students, staff training, and reviewing university policies, practices and infrastructure from an inclusion perspective. Challenges addressed include representing all students in curricula and ensuring inclusive practices become normalized.
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)
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
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!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
6. Second-order mediations
•authoritarian managerialism: autonomy and accountability;
corporativism
•human capital theory
•markets and money: cognitive dissonance
•discourses of productivity, excellence, entrepreneurship and
impact
Against self-mediation
declining participation by mature learners, part-time study
academic, professional service staff and student ill-being
7.
8. •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, Foreward, in DfE, 2017, pp. 8-9.
9. 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.
DfE, 2017, pp. 43-5.
11. A co-operative is an autonomous association of
persons united voluntarily to meet their common
economic, social, and cultural needs and
aspirations through a jointly owned and
democratically-controlled enterprise.
International Co-operative Alliance (n.d.). Cooperative identity, values & principles.
https://bit.ly/2ttpFWG
12.
13. A long and emergent, international, pedagogical history of
alternatives.
•Experiments: Mondragon; FLOK; Procomuns; Plebs League;
Lucas Plan; National Council of Labour Colleges; International Co-
operative University; Anti-University; Free University of New York;
SSC; ROU; Reggio Emillia…
•Writing: Birchall; Boden, Ciancanelli and Wright; Bookchin; Cook;
Develtere; Egan; Facer; Jossa; Kasmir; Lenin; Luxembourg; Marx;
Moss and Fielding; Newton; Orizet; Somerville; Winn and Neary;
Woodhouse; Woodin; Zygmuntowski…
16. Co-operation presents to the individual workers the unity and the will of
the whole body of social labour, developed in manufacture ‘which
mutilates the worker, turning [her] into a fragment of himself.’
In manufacture, the social productive power of the collective worker,
hence of capital, is enriched through the impoverishment of the worker
in individual productive power.
Marx, 2004, 482-83
All our invention and progress seem to result in endowing material
forces with intellectual life, and in stultifying human life into a material
force. All this antagonism between modern industry and science on the
one hand, modern misery and dissolution on the other hand.
Marx, 1969, 501
17. • Concrete moments in the development of social co-
operation in labour and appropriation.
• Access to the material, positive achievements of
capitalism, in order to underpin communal organisation.
• The political practice of co-operative production
confronts and undermines subsumption.
• Working class for-itself is a moment of ‘auto-
determination’ (Negri, Marx beyond Marx, 162).
18. This is not possible without the community. Only within the
community has each individual the means of cultivating [her]
gifts in all directions; hence personal freedom becomes
possible only within the community. (Marx and Engels, 1998,
86)
when the worker cooperates in a planned way with others, [she]
strips off the fetters of [her] individuality, and develops the
capabilities of [her] species. (Marx, 2004, 447)
Against alienated socialisation; alienation of producers from
conditions of production; exploitation.
19. (c) We recommend to the working men to embark in co-
operative production rather than in co-operative stores. The
latter touch but the surface of the present economical system,
the former attacks its groundwork.
Marx, 1866. Instructions for the Delegates of the Provisional General Council
(4) In my expression of my life I would have fashioned your
expression of your life, and thus in my own activity have realized
my own essence, my human, my communal essence. In that
case our products would be like so many mirrors, out of which
our essence shone...
Marx, 1844. Comments on James Mill, Éléments D’économie Politique.
20. Marx: praxis in the prevailing system; form and content of social
production; self-mediation.
Newton, Bookchin: revolutionary intercommunalism or communalism,
as a process: “liberatory technology” is only possible within a
“liberatory society”.
Dunayevskaya, Holloway: beyond value – a new centre of gravity of a
new social order (c.f. Jossa and labour-managed firms).
Lenin: to organize the population in cooperative societies; relationship
to the State.
Luxemburg: competition/degeneration - the capitalist controlled
contradictions between the mode of production and the mode of
exchange.
22. • academia reproduced in relation to its leading performer(s) and their
cultures of performance management;
• governed by cultures of omertà, or silence, against exploitation,
domination and oppression;
• Omertà embedded inside a performative culture that enables co-
operation, giving certain individuals access to resources so that they can
compete;
• enforcing silence about the reality of that toxic, high pressured existence;
• demand cultures of dietrologia, or the desperate search for hidden
dimensions to surface reality, which can border on paranoia, especially in
terms of the maintenance of status.
23. Academics locked within a culture of sublimated
competition, conditional co-operation and desperation over
position and status, which then shape a space in which
overwork, precarity, hopelessness, ill-being are
normalised.
Hall 2018; Hall and Bowles 2016
25. • Not the ‘public university’.
• Exceed the idea of ‘public ownership’ with that of ‘common ownership’.
• A social form of property that is the antithesis of the right of free alienability.
• Compatible with an idea of the ‘public’ as a ‘commons’.
• ‘social co-operatives’ ( ‘solidarity’ or ‘multi-stakeholder’ co-ops).
How does technology enable co-operative vision, practices and organisational
models to be implemented and remain flexible (in the face of value)?
26. Platform co-operativism:
•to clone the “technological heart” of the new, digital platforms;
•redesigning algorithms and the ownership structures as transparent,
democratic, and revenue-redistributive;
•technological sovereignty for citizens (Platform Cooperativism
Consortium).
•intersectional issues/epistemic privilege (boyd, 2015; Srnicek, 2017);
•new forces and relations of production (Pasquale, 2016, 2018);
Uberfication (Hall, 2016);
•always-on task and always available (Huws, 2014);
•evaluative infrastructure, internalised at the level of the individual and
aggregated at the level of the platform (Kornberger et al., 2017).
27. • constant questioning of the governing principles of specific
communities, in order to refuse marginalisation, privilege and
power;
• sharing narratives about the lived experience of co-operation as a
continual form of praxis, constantly questioning assumptions
about open knowledge and technologies;
• sharing access to data such that their use can be defined
collectively for the provision of services beyond value;
• the open sharing of the full range of knowledge, skills and
capabilities.
28. The aim is to challenge hegemonic
forms of knowledge production,
circulation and accumulation, which do
not enable societies to engage with
crises of social reproduction.
33. April 2018: Two weeks ago the College formally
registered with the Office for Students and more
recently, our CEO and Vice Principal both attended
an Office for Students information event in
Manchester. The plans for acquiring Degree Awarding
Powers and developing a model for a future Co-
operative University are on track.
https://www.co-op.ac.uk/co-operative-university
34. Working towards a federation of autonomous co-operatives.
•Governance (Board, members, sub-committees, co-ops, Academic Board,
Principal, management team, delivery teams)
•Access and participation
•Outreach
•Support mechanisms
•Co-creation/open teaching, learning and research (TEF/REF)
•Continuous improvement
•Mature learners; BAME; carers; low income; SLDs; refugees.
•Authentic, holistic and values-centred.
•Public Interest Governance Principles (accountability, risk, VfM)
36. • Leicester Vaughan College: a new kind of institution in an
established tradition: Lower fees, no VCs;
• civic-facing education to working people in Leicester (1862);
• skills for leisure and interest, as well as work;
• joins UoL in 20th
Century;
• Vaughan College closed; disestablishment of Centre as
academic Department (2013/16);
• re-founded as a Community Benefit Society (2017).
37. •LVC Community Benefit Society Objects
•education as a public good
•a broad range of students from diverse communities
•fully-accredited, face-to-face, part-time learning open to anyone
•benefits communities in addressing the challenges faced by
society
•support an equitable and sustainable working context
•reflect local needs, and our local and economic context
•an alternative model of HE pedagogy over profit.
38.
39. Introductory Counselling Courses
Humanities courses Interdisciplinary courses
Counselling CPD
HE Cert Counselling *
HE Cert Human Culture and
History
HE Cert Social SciencesHE Cert Drug and Alcohol Counselling
HE Cert Heritage and
ConservationHE Cert Psychology and Counselling
DIP Counselling
DIP Human Culture and History DIP Social SciencesDIP Drug and Alcohol Counselling
DIP Psychology and Counselling
BA Counselling (top up) BA Human Culture and History BSc Social Sciences
MA Counselling MA Society and Culture
40. Learning about (and practicing) the co-operative movement:
• Studying co-operation explicitly across disciplines;
• Co-operative studies within a discipline;
• Embedding co-operative learning;
• Co-operation-as-praxis.
Co-operative pedagogy: student-as-producer
The Co-operative as a site of pedagogic production
41. Against what the University has become
democracy into/through the curriculum
inter-disciplinarity/beyond the discipline
uncover alienated-labour and its mediations
less harmful conditions of production
44. the real intellectual wealth of the individual depends
entirely on the wealth of [her] 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 and Engels (1846/1998). The German Ideology, p. 59.
45. • An alternative set of relations, predicated upon co-operation: the realm of
necessity, and the realm of freedom.
• Abolition of academic labour through ‘the experience of the combined
worker… in putting the theory into practice’ through co-operation (Marx
1991, pp. 198-99).
• Possibilities of democratic regulation of transnational worker co-operatives
and solidarity economies, as pedagogic moments.
• Self-mediation: the abolition of second-order mediations, and the
reinforcement of the springs of cooperative wealth (Marx, 1875).
• The material conditions of production are the co-operative property of the
workers, then there likewise results a distribution of the means of
consumption different from the present one (Marx, 1875).
46. a little more of a politicised relation to truth
in affairs of education, knowledge and
academic practice
Amsler, 2013, The Fearless University
47. This work is licensed under a
Creative Commons Attribution 4.0 International License.