Reading Group: Scholarship in societies of control & the ‘data university’ – 28 June

Scholarship in societies of control: understanding and resisting the ‘data university’
28 June, 1:00–2:00pm, DCB1107

Everyone is welcome to this reading and discussion group. Please read.

We are reading: The Analogue University (2017) ‘Control, resistance and the “data university”: towards a third-wave critique’, AntipodeFoundation.org, 31 March, https://antipodefoundation.org/2017/03/31/control-resistance-and-the-data-university/.

‘[...] In this short intervention, we want to explore the possibilities for a third wave of critique related to the changing nature of academia. More specifically, we argue that we are now witnessing the emergence of the “Data University” where the initial emphasis on the primacy of data collection for auditing and measuring academic work has shifted to data coding itself as the new exchange value at work and productive of new subjectivities and freedoms. This third wave critique requires drawing a schematic line that now takes us beyond the intensification of neo-liberalisation, the internalisation of market values and associated affective structures of feeling to understanding our new digital and big data world. Influenced by Deleuze’s (1992) work on new societies of control, we argue that the genesis of the “Data University” lies in our active desire for data and its potential to mediate human relations and modulate our freedoms. This is absolutely central to our schematic for a third wave of critique: compared to older disciplinary societies like the school or prison institution (see below), today individuals both desire and are controlled through the active generation of proliferating data streams. [...]‘

‘Reading Capital’ – John Holloway in Lincoln – 16 June

16 June 2017
1:00-4:00om
MB1012

Professor John Holloway will be speaking about his new work, ‘Reading Capital: wealth in-against-and-beyond value’ at the University of Lincoln, on 16th of June.

“John’s reading and writings on Marxist social theory are highly influential as a way of rethinking Marx in terms of ‘Change the World Without Taking Power’ (2005) and abolishing the social relations of capitalist production through acts of resistance, as ways to ‘Crack Capitalism’ (2010). In this new work ‘Reading Capital’ John points out that Capital does not start with the commodity, as Marx and probably all commentators since Marx have claimed. It actually starts with wealth: “The wealth of societies in which the capitalist mode of production prevails appears as an ‘immense collection of commodities’ …” Seeing wealth and not the commodity as the starting point has enormous consequences, both theoretically and politically. To say that Capital starts not with the commodity but with wealth is both revolutionary and self-evident. The challenge is to trace this antagonism through the three volumes of Capital. This is the theme of the talk. Free Buffet lunch is included.”

Register for this event

 

Reminder: ‘Pedagogies of Inclusion & Equality in the Performative Society’

Pedagogies of Inclusion and Equality in the Performative Society
7 June, 12:30–1:30pm, DCB1107

Working lunch conversation and research/workshop planning

What does it mean to educate for inclusion and equality in the performative society? More than ten years after Stephen Ball published his seminal paper ‘The teacher’s soul and the terrors of performativity’, teachers in English schools, colleges and universities are struggling not ‘to set aside personal beliefs and commitments and live an existence of calculation’ within systems of marketisation, managerialism and accountability. Yet while this is a shared struggle with personal and social consequences, there are few spaces in which teachers can collectively share their unspoken knowledges, develop critical understandings about the conditions of their work, learn about trends in today’s progressive education movements, develop effective strategies of resistance to the marketisation of education, and imagine alternative educational futures. Such space is urgently needed, particularly by those who are working the with children, young people and adults whom ‘the market’ most devalues, damages and excludes. The aim of this conversation is to make a start on creating it.

If you are working in this field, please join us to share your research and help us design a workshop for educators! Bring your own lunch! For more information, contact Sarah Amsler (samsler@lincoln.ac.uk).

Academic Freedom in the UK – new report

 

Academic Freedom

 

 

 

 

 

 

 

A new report on academic freedom in the UK, commissioned by the University and College Union on behalf of its members, has determined that ‘the levels of both the de jure and de facto protection for academic freedom are lower in the UK than in the other EU nations’.

The report, which which was produced by Professor Terence Karran and Ms. Lucy Mallinson of the University of Lincoln School of Education, calls for raising academics’ awareness about the legal meaning of academic freedom and its protection in other parts of the world, and for promoting changes in university policy and UK law in order to facilitate and guarantee this protection. UCU General Secretary Sally Hunt has said:

We believe a free society is one that is defined by robust self-governing institutions that regulate themselves within the law, but outside government influence. The launch of the report at UCU Congress also represents the start of a wider debate on what academic freedom is and how universities must defend it. This is a debate we hope the entire sector will get involved in.

Click on here for key findings of the report, or click on the image above to read the full report.

 

 

‘Provocative Pedagogies’ – call for participation

We’ve just seen the call for participation in this great event at Lincoln – have a look!

PROVOCATIVE PEDAGOGIES: PERFORMATIVE TEACHING AND LEARNING IN THE ARTS

School of Fine & Performing Arts, University of Lincoln, UK
14 October 2017

Provocative peds

 

 

 

 

Organisers:

Dr Lee Campbell, Lecturer in Fine Art, University of Lincoln, UK
Lisa Gaughan, Director of Teaching & Learning and Senior Lecturer, University of Lincoln

Keynote: Fred Meller, Senior Lecturer, Performance:  Design & Practice, Central Saint Martins, University of the Arts, London

PROVOCATIVE PEDAGOGIES: PERFORMATIVE TEACHING AND LEARNING IN THE ARTS is an international conference exploring the possibilities of the emerging field of ‘performative pedagogy’ and its potential as useful and applicable to enabling learning across a range of artistic and possibly other disciplines.

We welcome submissions from individuals and groups across all creative disciplines who deploy pedagogic approaches with an emphasis on performativity to drive learning. We invite papers, provocations and practical demonstrations that showcase good practice of making positive usage of performative teaching and learning.

Submitting a proposal:
We welcome proposals for 15-20 minute papers and practical workshops (to last up to 1 hour).

Please use the following format for proposals:
•            Name, institutional affiliation, contact details
•            Title of paper or workshop
•            250-word paper summary (max 1 page A4)
•            50-word contributor biography

Send proposals as a Word doc by email to Dr Lee Campbell, lcampbell@lincoln.ac.uk  and Lisa Gaughan, lgaughan@lincoln.ac.uk

Deadline: Friday 30th June 5pm. Notification of successful applicants: 2nd week of  July 2017

All abstracts will undergo a peer review process to ensure quality and relevance to conference theme and ambition.

Notes on organisers and keynote speaker:

Dr Lee Campbell is an artist, curator and academic. His practice plays with the parameters of contemporary art that draw attention to the performative and the participative within an art historical vernacular and seeks to theorise, articulate and demonstrate how we may construct meaning between politics of space and the politics of artist articulated through visual and verbal languages. He is very interested in pedagogical approaches which prioritise performative tactics.

Fred Meller’s research interests lie in the process of making performance as a dialogical design practice. Specifically, how the principles and characteristics of Performance can be used to interrogate, explore and expand the nature of teaching and learning in the subject area.  In particular, she has been researching disruptive pedagogy and relationships of power in teaching and learning and design practice.

Lisa Gaughan is the Director of Teaching and Learning for the School of Fine & Performing Arts University of Lincoln. She has worked at the University of Lincoln for 12 years and taught across a number of Degree Programmes. She has a background in Community Theatre and Student Engagement Initiatives. She recently led a project on Students’ Engagement in Curriculum Design which she will be presenting on at the National HEA Conference in Manchester in July 2017.

Invitation to Workshop on Co-operative Leadership

All academic and professional services staff and students are invited to a workshop on co-operative leadership in higher education on Thursday 25th May, 10-12pm, UL111 (University Library, 1st floor).

Researchers in the RiCES group are exploring the extent to which co-operative leadership and other co-operative practices are present in higher education institutions. The purpose of the research is to develop a qualitative self-evaluation tool that university staff and students can use to enhance and develop co-operative leadership and other co-operative practices in their workplaces and in other aspects of student life.

Over the past year, we have been developing our work through group discussions and interviews with people involved with the co-operative movement. This work has been substantiated with case study research in a co-operative school, an employee-owned high street retailer, a large grocery worker co-operative and a co-operative university in Spain

We have identified a number of core principles which appear to underpin co-operative leadership and other co-operative practices:

  • Knowledge – the production of knowledge and meaning by the organisation as a whole
  • Democracy – the levels of influence on decision making
  • Bureaucracy – not only administration but a set of ethical and moral principles on which administration is based
  • Livelihood – working practices that support the capacity to lead a good life
  • Solidarity – sharing a commitment to a common purpose inside and outside of the institution

The research from which these principles have been identified will be presented at the workshop.

You will have the chance to discuss the extent to which these core principles are present within your own working and learning and teaching environments. We will all then spend time designing a self evaluation tool by which these core principles might be recognised within our own and other higher education institutions.

This self evaluation tool can be seen as an alternative to the metrics and measures approach based on  positive methodologies and methods that are currently imposed on universities by the government.  The self evaluation tool that we are designing implies a more qualitative, humanist, critical-practical reflexive approach to evaluating and valuing the work that we do.

Conference paper on Co-operative Leadership and Higher Education

On 5th April, Mike Neary, Katia Valenzuela Fuentes (Nottingham) and Joss Winn presented a paper at The Co-operative Education and Research Conference, 5-6 April 2017, Manchester.  It is the first report from their Co-operative Leadership for Higher Education project.

This paper reports on recent research into co-operative leadership which aims to support co-operative higher education; where co-operative education is understood as the connection between the co-operative movement and co-operative learning (Breeze 2011). The research was carried out in three co-operatives: a co-operative school, a co-operative university, a workers’ co-operative, and an employee owned retail business. The research is framed within a set of catalytic principles established in previous research (Neary and Winn 2016): knowledge, democracy, bureaucracy, livelihood and solidarity. The results have been developed as a diagnostic tool for academics, other staff and students in higher education institutions to assess the extent to which they are already operating in co-operative manner and how these co-operative practices might be further developed. The ultimate aim of these activities is to establish a cooperative university. The research is funded by the Leadership Foundation for Higher Education.

Download the paper.