- Public forum: How school funding matters
- Sandra Mathison explains how #VSB39 firing by #BCED Minister is political and partisan #bcpoli #UBCeduc ##UBCBEd2017 #ubc
- Vancouver’s polar opposites in funding K-12 v University #ubc #vsb39 #ubceduc #bced
- #Marx, Engels and the Critique of Academic Labor: New issue of Workplace #ubcnews #UBCeduc #criticaleducation
- Ideology and the social studies curriculum in Chile
- Day of action or general strike in BC? #bced #bcpoli #bcfed #ubc #bced #yteubc on
- Petition to support #BCed teachers #BCTF delivered @ChristyClarkBC #bcpoli #yteubc on
- BC gov wasted $66-million over 12 years on failed aboriginal child services #bcpoli #bced #yteubc #idlenomore on
- Working toward tuition free post-secondary education in BC and Canada on
- Petition to support #BCED teachers #CapilanoU #EmilyCarrU #RoyalRoads #SFU #TWU #UBC #UFV #UNBC #VIU #UVic on
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Sandra Mathison explains how #VSB39 firing by #BCED Minister is political and partisan #bcpoli #UBCeduc ##UBCBEd2017 #ubc
Sandra Mathison, The Globe and Mail, October 19, 2016– Education Minister Mike Bernier fired the Vancouver School Board on Monday morning, a shocking move illustrating how very differently the public and the politicians see the role of school boards. On the one hand the public sees school boards as advocates for their community and their schools. On the other hand the government sees school boards as technocrats appropriately constrained by the B.C. School Act to manage school districts.
Citizens go to the polls in an election year and vote for school trustees who will manage the school district, but voters also expect advocacy for the district, schools and children. The public does not see itself as simply electing bureaucrats; they elect champions. Greater parental involvement in schools was established in the 1970s and 80s with the creation of parent advisory committees giving members of the public every reason to believe their voices matter. With control vested in the politicians and educational bureaucracy of the moment, school trustee advocacy for well-funded, appropriate education is framed in relation to the current provincial party (the B.C. Liberals) and educational leadership (Minister of Education Bernier).
As shocking as firing the Vancouver School Board is, the provincial government’s action reflects a historical pattern of centralized education governance that has become ever more acute. By law, school boards are subordinate to the provincial government and charged with managing the budget and implementing the curriculum and standards set by the ministry. This change is not recent and began as early as the 1970s although escalated dramatically with Socred changes to school governance in the 1980s.
Firing school boards is draconian but it has happened before in British Columbia. In 1985, the Socreds fired both the Vancouver and Cowichan trustees for submitting needs-based budgets rather than complying with government-set spending limits. Provincial governments have made other changes to school boards that have outraged the electorate, such as the NDP’s 1995 plan to centralize schools and reduce the number of school boards from 75 to 37 (a plan only partly implemented and a reduction in the number of school districts to the current 60).
Even though firing a school board in B.C. is legal within a centralized education system, it is unmistakably a political act. The BC Liberals have been in an antagonistic relationship with local education authorities and other education constituencies such as the BC Teachers’ Federation for years. Firing the VSB trustees is a political move, but it is also a bureaucratic move that fosters the centralization of educational decision-making. It is easy to see this as merely a partisan move, rather than one that is both political and partisan.
Mr. Bernier accused the VSB trustees of spending too much time on advocacy and too little time on following the rules. Many Vancouver parents accuse the B.C. Liberals of flouting democracy for political ends.
This dramatic situation in Vancouver raises the question: Are school boards necessary? The answer has to be yes.
Read More: The Globe and Mail
Stephen Petrina & E. Wayne Ross, Vancouver Observer, October 7, 2016– Vancouver, the city of disparities, is faced with polar opposites in its educational system.
The contrast between K-12 schools and the university in Vancouver could not be more stark: The schools sinking in debt with rapidly declining enrolments and empty seats versus the university swimming in cash and bloating quotas to force excessive enrolments beyond capacity.
With central offices just 7km or 12 minutes apart, the two operate as if in different hemispheres or eras: the schools laying off teachers and planning to close buildings versus the university given a quota for preparing about 650 teachers for a glutted market with few to no jobs on the remote horizon in the largest city of the province.
There is a gateway from grade 12 in high school to grade 13 in the university but from a finance perspective there appears an unbreachable wall between village and castle.
The schools are begging for funds from the Liberals, who, after saying no to K-12, turn around to say yes to grades 13-24 and pour money into the University of British Columbia, no questions asked.
There may be two ministries in government, Education and Advanced Education; there is but one tax-funded bank account.
Read More: Vancouver Observer
#Marx, Engels and the Critique of Academic Labor: New issue of Workplace #ubcnews #UBCeduc #criticaleducation
Special Issue of Workplace
Karen Lynn Gregory & Joss Winn
Articles in Workplace have repeatedly called for increased collective organisation in opposition to a disturbing trajectory in the contemporary university… we suggest that there is one response to the transformation of the university that has yet to be adequately explored: A thoroughgoing and reflexive critique of academic labor.
Table of Contents
- Marx, Engels and the Critique of Academic Labor
Karen Lynn Gregory, Joss Winn
- Towards an Orthodox Marxian Reading of Subsumption(s) of Academic Labour under Capital
- Re-engineering Higher Education: The Subsumption of Academic Labour and the Exploitation of Anxiety
Richard Hall, Kate Bowles
- Taxi Professors: Academic Labour in Chile, a Critical-Practical Response to the Politics of Worker Identity
Elisabeth Simbürger, Mike Neary
- Marxism and Open Access in the Humanities: Turning Academic Labor against Itself
- Labour in the Academic Borderlands: Unveiling the Tyranny of Neoliberal Policies
Antonia Darder, Tom G. Griffiths
- Jobless Higher Ed: Revisited, An Interview with Stanley Aronowitz
Stanley Aronowitz, Karen Lynn Gregory
EDCP Seminar: Abraham DeLeon “A Schizophrenic Scholar out for Stroll: Multiplicities, Becomings, Conjurings”
Institute for Critical Education Studies
September 22, 2016
11:30am – 1:30pm
University of British Columbia
Curricular Discourses with Practical Implications:
Perspectives and Experiences From Spain & South America
This seminar brings together scholars from Spain and South America working within a variety of curriculum studies traditions to discuss curriculum issues in contexts ranging from elementary education to higher education. The seminar will be an opportunity to explore how curricular discourses have implications in educational practices in local, national, and global contexts.
A National Curriculum: Educational Standardization or Common Cultural Base
Renato Gazmuri, Assistant Professor, Universidad Diego Portales (Chile).
Dr. Gazmuri received his PhD at the Autonomous University of Barcelona (Spain)
Critical Literacy in the Social Studies Elementary Classroom
Breo Tosar (Spain)
PhD Student in Social Studies Education, Autonomous University of Barcelona
Human Rights in the Curriculum: Precarity and Complexity
Héctor Gómez (Chile)
PhD Student in Curriculum Studies, University of British Columbia
Challenges and Tensions in Curriculum Management: Theory and Practice
Public Seminar Sponsored by
Institute for Critical Education Studies
July 13, 2016
2125 Main Mall
University of British Columbia
Carolina Castro, Héctor Gómez, and Fernando Murillo, co-authors in the recently published book Desafíos y Tensiones en la Gestión Curricular: Teoría y Práctica [Challenges and Tensions in Curriculum Management: Theory and Practice] in Chile, will present their contributions to the discussion of curriculum design, development and implementation in the contexts of schools and higher education.
The book, co–edited by Gómez and Castro, gives voice to a variety of perspectives and experiences in schools and higher education. In this regard the authors ask: How is curriculum managed? Who is involved in the process and how? What authority do curriculum managers have, and how is power distributed in order to influence and make decisions on the curriculum? What effective spaces for innovation exist? How are perennial and new issues considered in the management of curriculum?
Bachelor in Education – Primary School Teacher, Master of Arts in Education and Curriculum. Head of the Curriculum Unit at Universidad Católica Silva Henríquez in Santiago, Chile.
Bachelor in Education – TEFL, Master of Arts in Education and Curriculum, UBC PhD student in Curriculum Studies
Bachelor in Education – Teacher of History and Social Sciences, Master of Arts in Education and Curriculum, UBC PhD Student in Curriculum Studies
Special issue: Educate. Agitate. Organize: New and Not-So-New Teacher Movements #highered #bced #criticaled
We are thrilled to launch this Special Issue of Workplace: A Journal for Academic Labour:
Special Issue of Workplace
Mark Stern, Amy E. Brown & Khuram Hussain
- Forward: The Systemic Cycle of Brokenness
- Tamara Anderson
- Introduction to the Special Issue: Educate. Agitate. Organize: New and Not-So-New Teacher Movements
- Mark Stern, Amy E. Brown, Khuram Hussain
- Principles to Practice: Philadelphia Educators Putting Social Movement Unionism into Action
- Rhiannon M Maton
- Teaching amidst Precarity: Philadelphia’s Teachers, Neighborhood Schools and the Public Education Crisis
- Julia Ann McWilliams
- Inquiry, Policy, and Teacher Communities: Counter Mandates and Teacher Resistance in an Urban School District
- Katherine Crawford-Garrett, Kathleen Riley
- More than a Score: Neoliberalism, Testing & Teacher Evaluations
- Megan E Behrent
- Resistance to Indiana’s Neoliberal Education Policies: How Glenda Ritz Won
- Jose Ivan Martinez, Jeffery L. Cantrell, Jayne Beilke
- “We Need to Grab Power Where We Can”: Teacher Activists’ Responses to Policies of Privatization and the Assault on Teachers in Chicago
- Sophia Rodriguez
- The Paradoxes, Perils, and Possibilities of Teacher Resistance in a Right-to-Work State
- Christina Convertino
- Place-Based Education in Detroit: A Critical History of The James & Grace Lee Boggs School
- Christina Van Houten
- Voices from the Ground
- Feeling Like a Movement: Visual Cultures of Educational Resistance
- Erica R. Meiners, Therese Quinn
- Construir Y No Destruir (Build and Do Not Destroy): Tucson Resisting
- Anita Fernández
- Existential Philosophy as Attitude and Pedagogy for Self and Student Liberation
- Sheryl Joy Lieb
- No Sermons in Stone (Bernstein) + Left Behind (Austinxc04)
- Richard Bernstein, Austinxc04
Sandra Mathison, Stephen Petrina & E. Wayne Ross, co-Directors
Institute for Critical Education Studies
E. Wayne Ross on The Courage of Hopelessness: Democratic Education in the Age of Empire #ubc100 #highered #bced
E. Wayne Ross
University of British Columbia
Friday, January 15th, 2016 12:30-2:00 p.m.
Scarfe Room 310
In this talk I argue there is a disconnect between the rhetoric and reality of democracy in North America that subverts traditional approaches to democratic education. The tropes that have historically dominated the discourse on democracy and democratic education now amount to selling students (and ourselves) a lie about history and contemporary life. Our challenge is to re-imagine our roles as educators and find ways to create opportunities for students to create meaningful personal understandings of the world. Education is not about showing life to people, but bringing them to life. The aim is not getting students to listen to convincing lectures by experts, but getting them to speak for themselves in order to achieve, or at least strive for an equal degree of participation and a more democratic, equitable, and justice future. This requires a new mindset, something I call dangerous citizenship.
E. Wayne Ross is Professor in the Department of Curriculum and Pedagogy at UBC. He has written and edited numerous books including: Critical Theories, Radical Pedagogies and Social Education (Sense, 2010); The Social Studies Curriculum: Purposes, Problems and Possibilities (4th Ed., SUNY Press, 2014) and Working for Social Justice Inside and Outside the Classroom (Peter Lang, 2016). He also edits the journals Critical Education, Workplace: A Journal for Academic Labor, and Cultural Logic.
Early Edition, CBC News, November 24, 2015–A B.C. children’s advocacy group says the provincial government is failing the province’s youngest and poorest residents, with one of every five children living in poverty.
In a report published Tuesday, the First Call: B.C. Child and Youth Advocacy Coalition makes 21 recommendations to help reduce the child poverty rate to seven per cent or less by 2020 — including raising the minimum wage and welfare rates and adopting a $10-per-day childcare plan.
“It’s neglect to allow thousands of children to languish in poverty in this province when we know what would help and what will help,” said Adrienne Montani, provincial coordinator for First Call.
Poverty for children is especially dire in urban regions, with half of all B.C. youngsters in poverty living in Metro Vancouver, according to First Call’s report. However, children in rural regions are in trouble too. The report says more than one in two children on B.C.’s Central Coast live in poverty.
Single-parent families are also at a much greater risk of poverty, with 50.3 per cent of children from those families living in poverty, while only 13 per cent of children from two-parent families live in poverty, the report says.
The percentage of B.C. children living in poverty has barely changed since last year’s report from the same group. That report found 20.6 per cent of B.C. children in 2012 were living in poverty. In the report released Tuesday using 2013 data, First Call found that number to be 20.4 per cent [1 in 5 B.C. children are living in poverty].
“[The change] is so minute it’s hard to measure. We’re still talking about thousands of children in poverty in this province,” said Montani.
The national poverty rate for children according to the report is 19 per cent.
Montani says she wants to see the provincial government work on the issue of child poverty with a sense of urgency.
“I really don’t understand why B.C. is the last province in the country not to have a provincial poverty plan.”
Read More or Listen: CBC News
To the people of Europe,
In the face of the migration crisis over the last few months, Europe’s people demonstrated that they do not stand for a culture of fear, but for a culture of care. This idea now has to turn into a promise.
Now, more then ever, it is time to reach out again – responding to Friday’s violence with full-hearted, unquestioning openness, rather than with angst, distrust and anger.
On Friday, November 13, 2015, Europe was under attack. But it was not Paris, Europe, or the “West” that was under attack. What was under attack, and is under attack now, after the tragedy of Paris, is the inspiring, deeply touching care that people throughout Europe showed over the last few months – despite the shrill voices of a few.
In the very beginning of what is called the refugee crisis, a current of care and love ignited all Europe – and showed that this “crisis” was a crisis of governments, not of the people. You acted, where state action failed, and reached out in an effort of care and solidarity — with no regard to where people came from, or who they were. What mattered was reaching out a helping hand, And reaching out you did. Europeans stood up, raising their voices for those who had no standing and no voice.
Many people died on November 13, and the world was full of tears. But if we are not careful, there will be more violence and more tears. The people of Europe now stand at the precipice of a fundamental choice, a choice that will, without exaggeration, determine the fate of countless more lives.
We cannot respond to the terror of Paris with our own terror. We can not respond by putting up fences around Europe. We must not refuse to reach out to those who seek help, fleeing the same terror that swept over Paris. We can not give in to the fear that those who terrorize spread.
We are deeply concerned about how Europe and the world will react to this terror. Putting up fences, refusing helping hands, closing down where we need to be open, resorting to distrust where we should be faithful: This is what those who attacked us want. They did not attack Paris that night. They attacked what we stand for, what we belief with our whole heart: to be open to everyone, to help those who seek help, to be together in fraterinté .
But we are faithful: We saw how Europe can be. You proved to the world that Europe indeed can be a safe harbor in a stormy sea. When we now are faced with the painful catastrophe that happened in Paris, we cannot destroy the faith that the world, and particularly those who seek our help put in us. We are entrusted with a great responsibility: to care. This is who we are, and need to be.
Going forward, we must work together on many fronts:
- The media must not forget their responsibility for sobriety, avoiding reporting that fuels anger and xenophobia! And they must continue to report on the suffering of those who try to cross our borders, or who already live among us but without secure standing.
- Our governments must not respond to violence with violence. Governments must not give in to the hatred and frustration that pain so easily justifies. We must not repeat the mistakes of our history that ignited the terror in the first place. We must not become a place known for its fences, surveillance and paranoia. Europe much be a place and symbol of openness and freedom.
- And the people of Europe must remember their power and responsibility to become a model of civility for a new age. We must remember what was achieved in the response to the so-called migration crisis. We must remember that reaching out makes a difference – to individuals, and to the whole society we share
So, yes, we have faith: We believe that Europeans will hold high the ideals their societies are built upon.
We have faith that we will continue being touched by you.
As you will inspire us by your actions.
As you will continue to care.
With the Chair of BoG and Sauder School of Business administrators under investigation, UBC advises that now is the time to speculate about President Gupta and all University affairs, if not everything. As it should be at a research institution. As it should be with the economy in shambles.
Over the past few weeks, speculation on the sudden resignation of President Gupta has been impressive. For starters, here are some running reasons for the resignation:
- The University guesstimates that the resignation was a “leadership transition.”
- The FAUBC reports that the University also presumes that the President “wishes to return to the life of a Professor of Computer Science.”
- Martha is inclined to accept at face value that this was Arvind’s “decision to step down” and whatever the reason we should respect whatever the University says it is or isn’t.
- Jennifer suggests that in challenging Montalbano, Chair of BoG, the President lost a masculinity contest. In other words, he lost what the Romans called a ludi mingo (roughly translated as a p-ing game or contest).
- Wayne postulates that triskaidekaphobia finally took its toll on the President, the thirteenth in UBC’s history. The presidential hot-seat– think of the Spinal Tap drummer syndrome here.
- Eva fancies that the President was told by the Chair of BoG that his fountain would not spew higher than the Martha Piper Fountain, prominently configured on the highest point of campus at the centre of the Martha Piper Plaza. Alas, President Piper must be reinstalled. This reason adds missing clues and details to #4.
- The Ubyssey posits that the President might have found something foreboding in his “performance reports.” This may have required reading between the lines.
- Nassif presupposes that the President was yet another of the “victims of end runs by deans,” wherein there is a well-trodden path dating back more than a century.
- Charlie conjectures that Montalbano and the BoG evened the score by making Gupta’s tenure difficult after he canned or nudged out VP Ouillet.
- Tony has a suspicion that, post Gupta’s resignation, UBC leaders adopted PM Harper’s template of denying implication in the controversy.
- CUPE Locals believe that Gupta was “removed by the largely unelected Board of Governors.” Emphasis on “unelected.”
- Simona and Frances figure that administrators still left on campus have some answers. They gather that Gupta “didn’t treat administrators with the same care” as faculty members. Needy as they are, certain admin got anxious and jealous. “Arvind was alienating people one at a time,” one administrator confided. It was time for him to go back down to research and teaching.
- Andrew reckons that “there’s some kind of mutual agreement” at work. Nobody knows what this agreement is or if it was really mutual or just a fist-bump and not really an agreement in the official sense if it was just a wink wink to agree to disagree.
- ? [send us your reckons]
UBC says now is the time to speculate. Indeed, we’re hearing that a new motto for the next one hundred years at UBC is being bounced around in Central: Occasio Speculatio. After all, Tuum Est, the motto for the first hundred never recovered after the students in the 1960s dubbed it: Too Messed.
#UBC crisis of administration extends downward to bloated middle management #highered #caut #bced #ubcnews
The University of British Columbia’s current failures of academic governance may have been publicly signalled by the sudden resignation of President Gupta on 7 August, but the crisis of administration extends well back into the University’s recent past and down into the lower chain of command. In fact, the President’s resignation is just the tip of the iceberg. The failures and crises extend from the President’s Office through the deans down to the bloat of middle managers, assistant and associate deans. Most noticeably, UBC has been skirting and fumbling around Canada’s Federal Contractor’s Program to appoint its middle managers. One might conclude that favouritism, if not nepotism in cases, is common while searches bound by the Federal Program of employment equity are rare. For this rank of middle managers, appointments are made with no procedures and hence there is no input from faculty members or the wider academic community and reappointments are made with no evaluation or review.
Unlike policies governing the appointment of department heads and deans, which are regulated by searches and reviews, there is no University policy to regulate the appointment and reappointment of assistant and associate deans. UBC has 97 policies but suspiciously none to regulate the hiring of these middle managers. Why is this? And unlike other universities (e.g., Simon Fraser, Toronto), at UBC the deans have liberty to appoint middle managers at pleasure or whim. The result is a bloating of the assistant and associate dean ranks from 47 in 2000 to 72 in 2015— ostensibly all without searches or regard for policy. With no policies or searches to regulate or monitor qualifications, the result is a mixed bag and questionable levels of competence.
Faculty members were expecting President Gupta to clean up a mess. Cleaning house, he predictably ran into the resistance of status quo. The provosts and middle managers preferred to leave well enough alone. Consider this for instance:
On 19 September 2014, a few months into President Gupta’s appointment, I submitted a request to the Board of Governors to form a policy for hiring and reappointing assistant and associate deans. Basically, the request was to reign in these at whim appointments, curb the bloat of middle managers and align with fair hiring practices. Refusing to address the request, in October the BoG bounced it to University Counsel, which proceeded to ‘consult’ with the Provosts, Vancouver and Okanagan. On 12 January, I was told by University Counsel that the two Provosts, “who would be the Responsible Executives for such a policy do not consider this to be a priority.” In other words, employment equity does not apply to a large and bloated subset of management within the University. On 23 February and 30 March 2015 I followed up with renewed requests to the President’s Office. The President advised re-routing the request back to the Provost’s Office. I hesitated until the announcement of the Provost, pro tem. Sadly, unwilling to shake up status quo, on 24 June the new Provost repeated the old: “I also do not see it as a priority at this time.”
Although the provosts, and by prerogative the deans, do not consider employment equity and fair procedures “to be a priority” in the appointment of the University’s managers, for the balance of the University faculty and staff, this remains priority.
Bounced around the President’s Office for nearly a year, this basic request to align administrative appointments with hiring guidelines and peer universities has come full circle. The middle management bloat at UBC coincidentally began with President Piper’s initial appointment. Now, looking back and wondering how we got here, requests to deal with the administrative crisis are piling up, higher and deeper. Now, with President Piper back in office, this specific request lands on her desk, regardless of how and where it has been bounced.
With the Faculty Association of UBC calling for the resignation of the Chair of the BoG, perhaps this faculty governance body will make good on its responsibility to form meaningful policy. Top down or bottom up, its time to clean up UBC’s administrative mess, failure by failure, crisis by crisis. Sorry to say provosts, this actually is a priority.
Stephen Petrina, Sandra Mathison & E. Wayne Ross
The convergence of the casualization, fragmentation, intensification, segmentation, shifting and creep of academic work with the post-9/11 gentrificaton of criticism and dissent is arguably one of the greatest threats to academic freedom since the Nazi elimination of the Jewish professoriate and critique in 1933, Bantu Education Act’s reinforcement of apartheid in South Africa in 1952, and McCarthyism in Canada and the US in the 1950s and 1960s. In the history of education, this would be quite the claim yet the evidence seems to speak for itself. Academic work has been fragmented into piecemeal modes and intensified as academics absorbed, through amalgamation, traditional clerical staff and counseling work. The balance of the academic workforce has been reduced and casualized or segmented to an “at whim,” insecure, unsalaried part-time labor pool, the 8-hour workday and 40-hour academic workweek collapsed to 60-80 hours, and the primary locus of academic work shifted off-campus as the workplace crept into the home and its communal establishments. Academic stress— manifested as burnout through amalgamation and creep of work, and as distress through bullying, mobbing and victimization— underwrites increases in leaves of absence. Non-tenure track faculty are hit particularly hard, indicating “contingency or the precariousness of their position” as relentless stressors.
Nowadays, it’s whimsical to reminisce about work-life balance and promises that the academic workforce will be renewed as boomers retire with baited expectations, or that the workweek and workplace for salaried full-timers could be contained within the seduction of flextime and telecommuting. In many ways, the flexible workplace is the plan for boomers by boomers with both nest eggs and limits on retirement age breaking. As currency values, retirement portfolios, and savings spiral downward while dependent children and grandchildren and inflation spiral upward, incentives to retire erode. Precariously unemployed, underemployed and part-time academics aside, boomers still in the academic system are trended to face the biggest losses. As economic incentives to retire decrease, incentives for intellectual immortality and legacy management flourish with the boomers’ political leanings moving toward the center. One can hardly blame them.
Enthusiasts of anything “flexible” (learning, space, time, work, etc.) and everything “tele” (commuting, conference, learning, phone, work, etc.), academics readily workshift with additional liability but no additional remuneration— instead is an unquestioned acceptance of the “overtime exemption”— while the employer saves about $6,500 per year per worker in the tradeoff as worksite or workspace shifts from campus to home. The academic workweek is now conservatively 60 hours with many PT and FT reporting persistent 70-80 hour weeks. Perhaps academic women can finally have it all after putting in the 120 hour workweek. One reason institutions now cope with many fewer FT hires is that academics are all too willing to do the work of two. As Gina Anderson found a decade ago, “with apparently unconscious irony, many academics reported that they particularly valued the flexibility of their working week, in terms of both time and space… in the same breath as reporting working weeks in the order of 60 hours.” For most academic workers, the cost of flexibility is effectively a salary cut as overheads of electricity, heat, water, communication and consumables are shifted to the home. Carbon footprint reductions are a net benefit and for a minority, the savings of commuting and parking offset the costs of this homework or housework. What is the nature or implications of this increasing domestication of academic work and displacement of the academic workplace? For academic couples with or without children, the dynamics of housecohabitry, househusbandry or housewifery necessarily change as the academic workplace shifts and labor creeps into the home. With temptations to procrastinate on deluges of academic deadlines, academic homes have never been cleaner and more organized. Nevermind the technocreep of remote monitoring. Over the long run, although some administrators cling to the digital punch card and time stamp with Hivedesk, Worksnaps or MySammy, “smashing the clock” in the name of flextime and telework is about the best thing that ever happened to academic capitalism.
This is not exactly a SWOT analysis, where Strengths, Weaknesses, Opportunities and Threats are given due treatment. Rather, the focus is on this threat convergence as it resolves through historic displacements of the academic workplace and work. To what degree are the new policies for academic speech inscribed in academic work, regardless of where it’s done? As the academic workplace is increasingly displaced and distributed, are academic policies displaced and distributed as well? Observed at work, monitored at home and tracked in between—these are not so much choices as the cold reality of 21st century academic work.
Read More: Threat Convergence
New Workplace Issue #25
- Writing About Academic Labour
- Survival in the New Corporatized Academy: Resisting the Privatization of Higher Education
- The Radical Keynes: An Appraisal
- “A Multitude of Wedges:” Neoliberalism and Micro-Political Resistance in British Columbia’s Public Schools 2001-2014
- British Columbia Obstructs the Shock Doctrine: Struggle, Solidarity, and Popular Resistance
- Higher Education Reform in Bangladesh: An Analysis
Md Moazzom Hossain, Amir Md Khan
- Film Review of Economic Freedom in Action: Changing Lives
Sandra Ximena Delgado, Michelle Gautreaux
New Workplace Issue #24
- Academic Bullying and Mobbing: Introduction to the Special Issue
Institute for Critical Education Studies
- Of Sticks and Stones, Words that Wound, and Actions Speaking Louder: When Academic Bullying Becomes Everyday Oppression
- Beyond Bullies and Victims: Using Case Story Analysis and Freirean Insight to Address Academic Mobbing
Julie Gorlewski, David Gorlewski, Brad Porfilio
- Graduate Students as Proxy Mobbing Targets: Insights from Three Mexican Universities
Florencia Peña Saint Martin, Brian Martin, Hilde Eliazer Aquino López, Lillian von der Walde Moheno
- Bullying in Academia Up Close and Personal: My Story
- Mobbing in the Context of a Woman’s Life
Rachel Morrison Kenney
- Pathogenic Versus Healthy Biofilms: A Metaphor for Academic Mobbing
Antonio Pedro Fonseca
- Threat Convergence: The New Academic Work, Bullying, Mobbing and Freedom
Stephen Petrina, Sandra Mathison, E. Wayne Ross
Wednesday, April 29, 2015
10:20-12:00 Scarfe 1209
Year of Research in Education event #yreubc
CRITIQUE OF MEDIA & TECHNOLOGY
University of British Columbia
This workshop focuses on the Critique of Media & Technology. The first part of the workshop includes a presentation and discussion on a forthcoming chapter. The second part of the workshop focuses on the process of researching and writing with special attention to philosophical and historical research 2.0 and narrative. How can we or ought we write a (big) history of the critique of media and technology?
The chapter begins with the spiritual critique of media and technology and proceeds historically through cultural criticism and social, psychic, ontic, and identic critiques. Differentiated from the spiritual critique that precedes, cultural criticism of media and technology emerges in the fifteenth and sixteenth centuries as a mode of describing and depicting the mechanical arts. In the eighteenth and nineteenth centuries, spiritual critique is displaced through a rejection of religion and theology as sources of modern authority. With spiritual ground undermined, social, psychic, ontic, and identic critics of media and technology compete for defensible ground for leverage. The history of critique is a search for ground. This chapter historicizes the critique of media and technology as well as critique as a practice that has run out of steam. “Critical distance” from or “free relation” to media and technology— a seductive orientation since the 1940s— has been instrumental in critique’s gradual decline. The critique of critique has quickened the decline. The conclusion questions the short-term future of machinic critique and long-term renewal of spiritual critique.
Download the Critique of Media & Technology chapter.
Institute for Critical Education Studies
Faculty of Education
University of British Columbia
‘Reclaiming the School as Pedagogic Form’
Dr. Jan Masschelein
(Katholieke Universiteit Leuven)
May 12, 2015
12:00 – 2:00pm
(Education Building, UBC Vancouver)
In my contribution I will use the word ‘school’ to refer to a specific pedagogic form i.e. a concrete way (including architecture, practices, technologies, pedagogical figures) to gather people and things (arranging their company and presence) so that, on the one hand, it allows for people to experience themselves as being able to take care of things, and, at the same time and on the other hand, to be exposed to something outside of themselves (the common world). It is a very specific combination of taking distance and (allowing for) re-attachment. As a consequence, the term ‘school’ is not used (as is very often the case) for so-called normalizing institutions or machineries of reproduction in the hands of the cultural or economic elites. There is reproduction and normalizing, of course, but then the school does not (or does no longer) function as a pedagogic form.
Put differently: schools are particular ways to deal with the new generations and to take care of the common world that is disclosed for them. If education is the response of a society to the arrival of newcomers, as Hannah Arendt formulates it, and if schools are particular ways of doing this, ways that are different from initiation and socialization, ways that offer the new generations the possibility for renewal and the opportunity of making its own future, i.e. a future that is not imposed or defined (destined) by the older one, ways that imply to accept to be slowed down (in order to find, or even, make a destiny), ways that accept that education is about the common world (and not individual resources), then we could state that the actual ‘learning policies’ of the different nation states as well as of international bodies are in fact threatening the very existence of schools (including school teachers).
To reclaim the school, then, is not simply about restoring classic or old techniques and practices, but about actually trying to develop or experiment with old and new techniques and practices in view of designing pedagogic forms that work under current conditions, that is, that actually slow down, and put society at a distance from itself.
Jan Masschelein is head of the Laboratory for Education and Society, and of the research group Education, Culture and Society at the Katholieke Universiteit Leuven (Belgium). His research concerns the public and societal role of education and schooling, the role of the university, the changing experiences of time and space in the age of the network, the educational meaning of cinema and camera, the architecture of schools and architecture of the learning environment, a pedagogy of attention, the notion of ‘pedagogy’, the pedagogical role of teachers and social workers. His book, In Defense of School (with Maarten Simons) is available at http://goo.gl/NN4XeD.
Paul Street, Truthout, January 25, 2015– Review of Peter McLaren, Life in Schools: An Introduction to Critical Pedagogy and the Foundations of Education, 6th Edition (Boulder, CO: Paradigm Publishers, 2014):
“School reform” has a very bad reputation among left thinkers and activists for some very good reasons in the neoliberal era. Captive to corporate-backed school privatization activists, contemporary “school reform” sets public schools, teachers, and teacher unions up to fail by blaming them for low student standardized test scores that are all-too unmentionably the product of students’ low socioeconomic status and related racial and ethnic oppression. Its obsession with test scores assaults imagination and critical thinking, narrowing curriculum and classroom experience around the lifeless task of filling in the correct bubbles beneath droves of authoritarian multiple-“choice” questions crafted in distant, sociopathic corporate cubicles. Students become passive recipients of strictly limited information deposited into their brains by teachers who “are prevented from taking risks and designing their own lessons as the pressure to produce high test scores produces highly scripted and regimented” pedagogy, wherein “worksheets become a substitute for critical teaching and rote memorization takes the place of in-depth thinking” (Henry Giroux). Pupils are rendered incapable of morally and politically challenging – and envisaging alternatives to – the terrible conditions they face under contemporary state capitalism and related oppression structures outside and inside schools.
Much if not most of what passes for school reform is really about public school destruction, corporate takeover, slashing teachers’ salaries and benefits, and undermining students and citizens’ ability to question a system that has been concentrating ever more wealth and power into elite hands for more than a generation. It is deeply (and by no means just coincidentally) consistent with the late comedian George Carlin’s 2005 rant about what “the big wealthy business interests that control everything…don’t want. They don’t want a population of citizens capable of critical thinking.” As Carlin elaborated:
“They don’t want well-informed, well-educated people…who are smart enough to, figure out how badly they’re getting fucked by a system that threw them overboard 30 fucking years ago. You know what they want? Obedient workers people who are just smart enough to run the machines and do the paperwork but just dumb enough to passively accept all these increasingly shittier jobs with the lower pay, the longer hours, reduced benefits, the end of overtime and the vanishing pension that disappears the minute you go to collect it.”
But what if “school reform” meant the empowerment of radically democratic educators who sought the opposite what Carlin’s business owners want – and more? What if those teachers were dedicated to helping future citizens and workers become sufficiently smart, inspired, confident, courageous, loving and solidaristic, not only to understand what the capitalist owners and their coordinators are doing to society and life itself, but also to resist those elites and to create an egalitarian, democratic, sustainable, peaceful, and truly human world turned upside down? Such teachers wouldn’t think that schools could bring about such a revolutionary transformation on their own. They would, however, understand “how,” in the leading left educational and social critic Peter McLaren’s words, “schools are implicated in social reproduction…how schools perpetuate or reproduce the social relationships and attitudes needed to sustain the existing dominant economic and class relations of the larger society.” Determined to interrupt and overturn that deadly reproduction, they would grasp the “partial autonomy of the school culture” and the necessity of occupying that space as “a vehicle for political activism and creating a praxis of social equality, economic justice, and gender equality” (Life in Schools, 150).
That is the goal behind McLaren’s classic text Life in Schools: An Introduction to Critical Pedagogy and the Foundations of Education, recently updated for the Obama era in a sixth edition. “We are living,” McLaren writes near the end of Life in Schools:
“…in what Antonio Gramsci called a war of position – a struggle to unify diverse social movements in our collective efforts to resist global capitalism – in order to wage what he called a war of maneuver (a concerted effort to challenge and transform the state, to create an alternative matrix for society other than value). Part of our war of position is taking place in our schools. Schools form part of Gramsci’s integral state as a government-coercive apparatus and an apparatus of political and cultural hegemony that continually needs to be renewed in order to secure the assent of the dominant group’s agenda.” (Life in Schools, 245-46).
Life in Schools is (among other things) a sprawling, many-sided, and brilliant manual of theory, history, and practice for teachers, teachers-in-training, and current and future education professors ready to enlist in that “war of position.” The stakes, McLaren reminds us (like his colleague and ally Giroux ), are not small:
“Today, amidst the most powerful conglomeration of cultural, political, and economic power aver assembled in history…we have seen our humanity swept away like a child’s sigh in a tornado…The marble pillars of democracy have crashed around our heads, leaving us ensepulchered in a graveyard of empty dreams… The omnicidal regimes of our Anthropocene Era have brutalized our planet to the point of bringing ecosystems and the energies of evolution and speciation to the point of devastation and Homo Sapiens to the brink of extinction….Time is running out quickly. We are being chased to by the hounds of both heaven and hell ‘with all deliberate speed’ and we are being continually outflanked.” (xxi, 259, 261)
Building on stories from his early years as what he considers a rather naïve liberal teacher in an inner-city Toronto school, McLaren takes his readers on a long and loving trip from his years in the classroom (Life in Schools contains a previously published journal [titled Cries From the Corridor] in which McLaren recorded his teaching experience prior to his engagement with radical theory) through the theory of revolutionary critical pedagogy; the roles that mainstream schools and educational doctrine play in subjugating working class and minority students; the structures and ideologies of contemporary oppression and inequality (class, race, gender, ethnicity, and empire); and methods for teachers to instill students with confidence, hope and capacity for resistance and solidarity.
Read More: Truthout