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.
Crises, Commodities and Education: Disruptions, Eruptions, Interruptions and Ruptures
Dr Glenn Rikowski, Independent Scholar
Thursday November 19th, 1.30-4pm, in room BH1201:
After a brief analysis of the concept of crisis (drawing on the work of Roitman, 2014) and following an outline and critique of some previous work (Rikowski, 2014) – on the Classical Theory of Education Crisis (in the light of Sarup, 1982) and philosophical perspectives on education crises – Rikowski explores the notion of crisis in relation to phenomena pertaining to the social forms of capitalist education. Starting out from Marx’s analysis of the ‘two great classes of commodities’ (following Adam Smith), Rikowski charts what ‘crisis’ might mean, and could be, in terms of the two commodity forms pertaining to educational processes in capitalist society. The final part of the paper explores actual and possible empirical manifestations of these crises of the commodity form in terms of the notions of disruption, eruption, interruption and rupture. It is argued that last two of these forms of crisis pose particular problems for the continuance and development of capitalism in general and the national capital and capitalist education in particular.
The RiCES group are delighted to welcome Chris Newfield, Professor of Literature and American Studies at the University of California at Santa Barbara.
Monday 19th October 2015, 3.30-5pm. Business and Law BL1104.
This talk offers a brief history of faculty governance in the U.S. as defined over the past hundred years by the American Association of University Professors. My premise is that the conditions of the post-war model of shared governance are gone. At one time, growth and the passivity of outside interests enabled administrative neutralism, in which they could concentrate on teaching and research. Administrations have in recent decades become much more active shapers of academic priorities and also control contacts between the university and external interests. While faculty critiques of administrative overreach, the distorting effects of audit culture, etc. are vital, the paper will argue that faculty have fallen into a “depressive position” that enables negative trends. The talk is designed to foster discussion of US/UK/EU similarities and differences and desirable faculty initiatives.
Christopher Newfield is professor of literature and American Studies at the University of California at Santa Barbara. He brings an interdisciplinary background to the analysis of a range of topics in American Studies, innovation theory, and “critical university studies,” a field which he helped to found. Chris’ books include Mapping Multiculturalism (edited with Avery Gordon), The Emerson Effect: Individualism and Submission in America (Chicago, 1996), Ivy and Industry: Business and the Making of the American University, 1880-1980 (Duke, 2003), and Unmaking the Public University: The Forty Year Assault on the Middle Class (Harvard, 2008). He blogs on higher education funding and policy at Remaking the University, the Huffington Post, and the Chronicle of Higher Education, and is completing a book called Lowered Education: What to Do About Our Downsized Future.
29 June 2015
University of Lincoln
You are invited to an informal gathering to celebrate the publication of Dr. Sarah Amsler’s new book, The Education of Radical Democracy (Routledge, April 2015). The event will be held in MC0025 (Media, Technology and Humanities Building); tea, coffee and biscuits will be provided.
The book will be introduced by Dr. Ana C. Dinerstein (University of Bath), author of The Politics Autonomy in Latin America: The Art of Organising Hope (2014).
The Education of Radical Democracy explores why radical democracy is so necessary, difficult, and possible and why it is important to understand it as an educative activity. The book draws on critical social theory and critical pedagogy to explain what enables and sustains work for radical democratization, and considers how we can begin such work in neoliberal societies today. Exploring examples of projects from the nineteenth century to the present day, the book sheds light on a wealth of critical tools, research studies, theoretical concepts and practical methods. It offers a critical reading of the ‘crisis of hope’ in neoliberal capitalist societies, focusing on the problem of the ‘contraction of possibilities’ for democratic agency, resistance to domination, and practices of freedom. It argues that radically democratic thinking, practice, and forms of social organization are vital for countering and overcoming systemic hegemonies and that these can be learned and cultivated. This book will be of interest to academics, practitioners, researchers, and students in education and critical theory, and to those interested in the sociology, philosophy and politics of hope. It also invites new dialogues between theorists of neoliberal power and political possibility, those engaged in projects for radical democratization, and teachers in formal and informal educational settings.
For further details about the book and library orders, see http://www.tandf.net/books/details/9780415702638/.
The Research in Critical Education Studies (RiCES) group works to promote the development of rigorous, critical and socially engaged research for education. For more information, see http://criticaleducation.blogs.ac.uk.
‘The future of the profession: A research afternoon on university political economy’
18 June 2015, 1:00-4:00pm, Business and Law building 1103
This seminar aims to be a lively discussion about university political economy through a reflection on its contemporary conditions and a reading of Jacques Derrida’s ‘The future of the profession or the university without condition (thanks to the “Humanities”, what could take place tomorrow)’ (1998).
It is free and open to all, but places are limited. Please register your interest with Sarah Amsler.