Category Archives: Academic freedom

#Marx, Engels and the Critique of Academic Labor: New issue of Workplace #ubcnews #UBCeduc #criticaleducation

Marx, Engels and the Critique of Academic Labor

Special Issue of Workplace
Edited by
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
    Krystian Szadkowski
  • 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
    David Golumbia
  • 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

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:

Educate. Agitate. Organize: New and Not-So-New Teacher Movements

Special Issue of Workplace
Edited by
Mark Stern, Amy E. Brown & Khuram Hussain

Table of Contents

  • 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
  • Articles
  • 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
  • Epilogue
  • No Sermons in Stone (Bernstein) + Left Behind (Austinxc04)
    • Richard Bernstein, Austinxc04

Thanks for the continued interest in and support of our journals, Critical Education and Workplace, and our ICES and Workplace blogs. And please keep the manuscripts and ideas rolling in!

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

THE COURAGE OF HOPELESSNESS: DEMOCRATIC EDUCATION IN THE AGE OF EMPIRE

E. Wayne Ross
University of British Columbia
Friday, January 15th, 2016  12:30-2:00 p.m.
Scarfe Room 310

Abstract:
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.

Short Bio:
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.

Show Your Care open letter to the people of Europe #peace #jesuisparis #paris #worldpeace

CTujsdZUkAEo0a4.jpg-large

OPEN LETTER

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.

Signed,

Sign the Open Letter

#UBC says Now is the Time to Speculate #ubcnews #highered #bced #caut

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:

  1. The University guesstimates that the resignation was a “leadership transition.”
  2. The FAUBC reports that the University also presumes that the President “wishes to return to the life of a Professor of Computer Science.”
  3. 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.
  4. 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).
  5. 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.
  6. 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.
  7. The Ubyssey posits that the President might have found something foreboding in his “performance reports.” This may have required reading between the lines.
  8. 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.
  9. Charlie conjectures that Montalbano and the BoG evened the score by making Gupta’s tenure difficult after he canned or nudged out VP Ouillet.
  10. Tony has a suspicion that, post Gupta’s resignation, UBC leaders adopted PM Harper’s template of denying implication in the controversy.
  11. CUPE Locals believe that Gupta was “removed by the largely unelected Board of Governors.” Emphasis on “unelected.”
  12. 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.
  13. 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.
  14. ? [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 FraserToronto), 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.

Threat Convergence: The New Academic Work by Petrina, Mathison & Ross #highered #criticaled

THREAT CONVERGENCE:
THE NEW ACADEMIC WORK, BULLYING, MOBBING AND FREEDOM

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: Reforming Academic #Labor, Resisting Imposition, K12 and #HigherEd

New Workplace Issue #25

Reforming Academic Labor, Resisting Imposition, K12 and Higher Education

Workplace and Critical Education are published by the Institute for Critical Education Studies. Please consider participating as author or reviewer. Thank you.

New Workplace Issue: Academic Bullying & Mobbing #academicfreedom #ubc #aaup

New Workplace Issue #24

Academic Bullying & Mobbing

Workplace and Critical Education are published by the Institute for Critical Education Studies. Please consider participating as author or reviewer. Thank you.

Peter McLaren: Putting radical Life in Schools #criticaled #edstudies

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 [1]), 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

Steven Salaita in Vancouver – Talks at SFU & UBC Jan 12/14

First Peoples, Palestine, and the Crushing of Free Speech

Monday, January 12 at 7:30pm
SFU Harbour Centre, 515 West Hastings Street, Segal Rooms; Vancouver, BC
Facebook EVENT

Wednesday, January 14 at 5:00pm
Coach House at Green College, UBC; 6201 Cecil Green Park Road (off NW Marine Drive, opposite Chan Centre and Rose Parkade)
Facebook EVENT

A talk by Professor Steven Salaita, who is at the centre of an international protest against academic censorship.

Salaita, author of six books and many articles, was “unhired” from a tenured position in American Indian studies at the University of Illinois when donors pressured the university because of Salaita’s tweets on his personal Twitter account about the Gaza massacre last summer.

Because this action is widely recognized as part of a broad effort to silence voices for Palestinian rights and justice, and as one incident in the long history of colonial treatment of indigenous peoples, the case has attracted international attention.

Salaita’s books will be available at this event.

Steven Salaita & Academic Censorship“: an interview on Voice of Palestine

Symposium: Public Engagement and the Politics of Evidence in an Age of Neoliberalism and Audit Culture #highered #criticaled #caut #aaup

Public Engagement and the Politics of Evidence in an Age of Neoliberalism and Audit Culture

July 23-25, 2015

Faculty of Education, University of Regina

This symposium will examine accelerating trends in higher education: neoliberalism, the politics of evidence, and the audit culture. In an age in which value is often equated with accountancy, we will examine the place in the academy for public intellectualism, community-engagement, Indigenous epistemologies, and how the impact of our scholarship is, and ought to be, justly assessed. Invited presenters will provoke lively discussion, but going beyond discussion, and blurring the lines between presenter and audience member, participants will be invited to engage actively with other presenter/participants in attendance for the purpose of effecting changes at their home institutions. Opportunities will be available for reconsidering and strategizing academic issues such as faculty criteria documents, measurement rankings, traditional impact factors, and other academic matters affected by the politics of austerity, neoliberalism, and new management technologies. Action will also be encouraged through submissions to a special issue of in education (the University of Regina Faculty of Education’s journal), potentially collaborating on an edited book, TED-style dissemination videos, producing a list of recommendations, developing examples of inclusive faculty criteria documents, possibly developing a community impact factor as an alternative to journal impact factor metrics, and further actions as collectively discussed at the symposium.

Questions to be explored include:

  • What counts as scholarship and why?
  • How do we achieve accountability in an age of accountancy?
  • How do we measure research impact, (i.e., journal impact factor vs community and policy impact)?
  • Impact for whom?
  • Who and how do we determine whose evidence and what research is legitimate?
  • What can be done? How do we effect change to university practices?

CFP: Marx, Engels and the Critique of Academic Labor #ices #criticaltheory #criticalpedagogy #frankfurtschool

Call for Papers
Marx, Engels and the Critique of Academic Labor

Special Issue of Workplace
Guest Editors: Karen Gregory & Joss Winn

Articles in Workplace have repeatedly called for increased collective organisation in opposition to a disturbing trajectory: individual autonomy is decreasing, contractual conditions are worsening, individual mental health issues are rising, and academic work is being intensified. Despite our theoretical advances and concerted practical efforts to resist these conditions, the gains of the 20th century labor movement are diminishing and the history of the university appears to be on a determinate course. To date, this course is often spoken of in the language of “crisis.”

While crisis may indeed point us toward the contemporary social experience of work and study within the 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 and its ensuing forms of value. By this, we mean a negative critique of academic labor and its role in the political economy of capitalism; one which focuses on understanding the basic character of ‘labor’ in capitalism as a historically specific social form. Beyond the framework of crisis, what productive, definite social relations are actively resituating the university and its labor within the demands, proliferations, and contradictions of capital?

We aim to produce a negative critique of academic labor that not only makes transparent these social relations, but repositions academic labor within a new conversation of possibility.

We are calling for papers that acknowledge the foundational work of Karl Marx and Friedrich Engels for labor theory and engage closely and critically with the critique of political economy. Marx regarded his discovery of the dual character of labor in capitalism (i.e. concrete and abstract) as one of his most important achievements and “the pivot on which a clear comprehension of political economy turns.” With this in mind, we seek contributions that employ Marx’s and Engels’ critical categories of labor, value, the commodity, capital, etc. in reflexive ways which illuminate the role and character of academic labor today and how its existing form might be, according to Marx, abolished, transcended and overcome (aufheben).

Contributions:

  1. A variety of forms and approaches, demonstrating a close engagement with Marx’s theory and method: Theoretical critiques, case studies, historical analyses, (auto-)ethnographies, essays, and narratives are all welcome. Contributors from all academic disciplines are encouraged.
  2. Any reasonable length will be considered. Where appropriate they should adopt a consistent style (e.g. Chicago, Harvard, MLA, APA).
  3. Will be Refereed.
  4. Contributions and questions should be sent to:

Joss Winn (jwinn@lincoln.ac.uk) and Karen Gregory (kgregory@ccny.cuny.edu)

#Workplace preprints available #criticaled #highered #ices

Workplace: A Journal for Academic Labor
Preprints Available

CFP for iPopU #edstudies #occupyed #criticaled #ices #ipopu

CFP: iPopU

Topdown 100 Innorenovations 
Special Issue of Workplace (iPopU2015

iPopU is cataloguing its mold-breaking outside-the-box ‘you won’t find these on the shelf of brick and mortar’ innorenovations. So this is a chance for U to contribute to the iPopU Topdown 100 countdown. See the Innovation in Evaluation nomination for No. 11 in iPopU’s Topdown 100.

Contributions to the iPopU Topdown 100 for Workplace should be about 500-1,500 words in length and yield to iPopU style. Submit all iPopU Topdown 100 innorenovations via the Workplace OJS.

Petrina and Ross on the #BCTF and @BCLiberals #ubc #yreubc #criticaled #bced

FALL RESEARCH CONVERSATION in EDCP

Discussants: Stephen Petrina and Wayne Ross
Scarfe 310
November 4, 2014
12:30 pm to 2:00 pm
Light lunch and gathering Noon to 12:30 pm
Year of Research in Education event

This research conversation will focus on
The Legacy of the B. C. Teachers – Government Impasse

Two questions for discussion might well be:

  • What fundamental problems remain after a “settlement” has been reached? Should these problems affect the curriculum and pedagogy of courses in the UBC Teacher Education program?
  • To this department conversation we encourage faculty to bring with them one or two of their degree candidates, those having written comprehensive exams or in the process of so doing.

Hosted by Wm. Doll and Donna Trueit

Embarrassing recent events in Canadian higher education #cdnpse #GeorgeRammell #RobertBuckingham @usask

I’ll admit to a quaint hope that universities are still places where dialogue and dissent are both possible and desirable, but two incidents in the last week leave me scratching my head. The first is the theft of professor George Rammell’s sculpture by the Capilano University administration, and the second is the firing of Robert Buckingham, Dean of the School of Public Health at the University of Saskatchewan. The issues in the two cases are not the same, but what both share is an unbelievable authoritarianism on the part of the upper administration, a willingness to trample on academic freedom and the absolute intolerance of resistance or disagreement about program cuts and restructuring. The point is not whether each of these universities plans for budget cutting and trimming are appropriate (that would be a different post), but the response to faculty and middle management who DARE to disagree with the upper administration. If this doesn’t have a chilling effect on everyone in Canadian higher education, well we are all being just too polite.

THE CASE OF THE MISSING SCULPTURE

At Capilano University there have been severe program cuts. One program area in which cuts are deep is the arts. George Rammell, sculpture instructor, used his scholarly form of expression to comment on those cuts ~ he created Blathering on in Krisendom, a work in progress  depicting Capilano University president Kris Bulcroft wrapped in a U.S. flag with a poodle. The sculpture went missing last week:

“I immediately called security and the guard told me that orders were given by the top level of the Administration to seize it. I could hardly believe my ears. The Administration had ordered my piece removed off campus to an undisclosed location, without any consultation or prior discussion. I was shocked and not sure if this was Canada,” Rammell stated (as reported in the Georgia Straight).

Jane Shackell, chair of the Board of Governors, released a statement saying that Capilano was “committed to the open and vigorous discourse that is essential in an academic community.” But she had the sculpture removed because it was “workplace harassment of an individual employee, intended to belittle and humiliate the president.” A post for another time, but this might well be the most egregious, inappropriate use of respectful workplace rhetoric to create a workplace where dialogue, dissent, and discourse are not allowed.

Of course, Rammell’s work is easy for the University to steal, but the parallel for some of us might be an administration that comes to your office and wipes all of the files for that critical analysis of higher education book you are working on from your computer. After being AWOL for a week, Capilano University has agreed to return Rammell’s work, but has banned the sculpture from campus and Rammell calls that censorship. It is and it isn’t harassment either. So much for academic freedom.

THE SILENCE OF THE DEANS

Then comes the news, Robert Buckingham, Dean of the School of Public Health at the University of Saskatchewan was fired, relieved of his professorial appointment and tenure, and escorted of the campus ~ for disagreeing publicly with the administration’s restructuring and budget cutting plan, TransformUS.

In discussions of TransformUS, middle managers were ordered to get in line and on board with the plan, and threatened if they spoke publicly against it. Here’s the email from the provost:

 

That a University would want deans who are lackeys and submissive to the upper administration’s “messaging” says a great deal about that administration. Unlike the CapU incident, this is less about academic freedom and all about the importance of maintaining an openness to dialogue and disagreement within the University. Such a heavy handed administrative approach assaults our sensibilities about how even the modern, corporatized U operates. On top of all that, the termination of Buckingham comes a mere five weeks from his retirement and is amazingly mean-spirited.

CAUT director, Jim Turk said:

What the president of the University of Saskatchewan has done is an embarrassment to the traditions and history of the University of Saskatchewan and it’s an embarrassment to post-secondary education across Canada. It’s inexcusable.

He’s right about that!

CFP: Academic Mobbing (Special Issue of Workplace) #education #criticaled #ubc

LAST Call for Papers

Academic Mobbing
Special Issue
Workplace: A Journal for Academic Labor

Editors: Stephen Petrina & E. Wayne Ross

Editors of Workplace are accepting manuscripts for a theme issue on Academic Mobbing.  Academic mobbing is defined by the Chronicle of Higher Education (11 June 2009) as: “a form of bullying in which members of a department gang up to isolate or humiliate a colleague.” The Chronicle continues:

If rumors are circulating about the target’s supposed misdeeds, if the target is excluded from meetings or not named to committees, or if people are saying the target needs to be punished formally “to be taught a lesson,” it’s likely that mobbing is under way.

As Joan Friedenberg eloquently notes in The Anatomy of an Academic Mobbing, the toll taken is excessive.  Building on a long history of both analysis and neglect in academia, Workplace is interested in a range of scholarship on this practice, including theoretical frameworks, legal analyses, resistance narratives, reports from the trenches, and labor policy reviews.  We invite manuscripts that address, among other foci:

  • Effects of academic mobbing
  • History of academic mobbing
  • Sociology and ethnography of the practices of an academic mob
  • Social psychology of the academic mob leader or boss
  • Academic mobbing factions (facts & fictions) or short stories
  • Legal defense for academic mob victims and threats (e.g., Protectable political affiliation, race, religion)
  • Gender norms of an academic mob
  • Neo-McCarthyism and academic mobbing
  • Your story…

Contributions for Workplace should be 4000-6000 words in length and should conform to APA, Chicago, or MLA style.

FINAL Date for Papers: May 30, 2014

Academic job market decimated, crashing #highered #edstudies #criticaled #caut #aaup #bced #bcpoli

Oftentimes, the academic job market for full-time (FT) faculty is inversely related to economic recessions. Not anymore. In this prolonged Great Recession, turned Great Depression II in parts of North America and across the world, youth have been particularly hard hit, more pronounced by race. The most common description for this current economy for youth is “a precipitous decline in employment and a corresponding increase in unemployment.” In Canada and the US, unemployment rates for the 16-19 year olds exceed 25%. At the same time, one of the most common descriptions for postsecondary enrollment and participation in Canada and the US is “tremendous growth at the undergraduate level… the number of graduate students has grown significantly faster than the number of undergraduate students over the last 30 years.” With “school-to-work” and “youth employment” oxymoronic, corporate academia and the education industry are capitalizing on masses of students returning to desperately secure advanced credentials in hard times, but no longer does this matter to the professoriate.

If higher education enrollment has been significant, increases in online or e-learning enrollment have been phenomenal. Postsecondary institutions in North America commonly realized 100% increases in online course enrollment from the early 2000s to the present with the percentage of total registrations increasing to 25% for some universities. In Canada, this translates to about 250,000 postsecondary students currently taking online courses but has not translated into FT faculty appointments. More pointedly, it has eroded the FT faculty job market and fueled the part-time (PT) job economy of higher education. About 50% of all faculty in North America are PT but this seems to jump to about 85%-90% for those teaching online courses. For example, in the University of British Columbia’s (UBC) Master of Educational Technology (MET), where there are nearly 1,000 registrations per year, 85% of all sections are taught by PT faculty. In its decade of existence, not a single FT faculty member has been hired for this revenue generating program. Mirroring trends across North America, support staff doubling as adjunct or sessional teach about 45% of MET courses in addition to their 8:30-4:30 job functions in the service units. These indicators are of a larger scope of trends in the automation of intellectual work.

Given these practices across Canada, in the field of Education for example, there has been a precipitous decline in employment of FT faculty, which corresponds with the precipitous decline in employment of youth (Figure 1). Education is fairly reflective of the overall academic job market for doctorates in Canada. Except for short-term trends in certain disciplines, the market for PhDs is bleak. Trends and an expansion of the Great Recession predict that the market will worsen for graduates looking for FT academic jobs in all disciplines. A postdoctoral appointment market is very unlikely to materialize at any scale to offset trends. For instance, Education at UBC currently employs just a handful (i.e., 4-5) of postdocs.

To put it in mild, simple terms: Universities changed their priorities and values by devaluing academic budget lines. Now in inverse relationship to the increases in revenue realized by universities through the 2000s, academic budgets were progressively reduced from 40% or more to just around 20% for many of these institutions. One indicator of this trend is the expansion of adjunct labor or PT academics. In some colleges or faculties, such as Education at UBC, the number of PT faculty, which approached twice that of FT in 2008, teach from 33% to 85% of all sections, depending on the program.

Another indicator is the displacement of tenure track research faculty by non-tenure track, teaching-intensive positions. For example, in Education at UBC, about 18 of the last 25 FT faculty hires were for non-tenure track teaching-intensive positions (i.e., 10 courses per year for Instructor, Lecturer, etc.). This was partially to offset a trend of PT faculty hires pushing Education well over its faculty salary budget (e.g., 240 PT appointments in 2008). Measures in North America have been so draconian that the American Association of University Professors (AAUP) was compelled to report in 2010 that “the tenure system has all but collapsed…. the proportion of teaching-intensive to research-intensive appointments has risen sharply. However, the majority of teaching-intensive positions have been shunted outside of the tenure system.” What is faculty governance, other than an oligarchy, with a handful of faculty governing or to govern?

Read More: Petrina, S. & Ross, E. W. (2014). Critical University Studies: Workplace, Milestones, Crossroads, Respect, TruthWorkplace, 23, 62-71.

Equity, Governance, Economics and Critical University Studies #criticaled #edstudies #ubc #ubced #bced #yteubc

Workplace: A Journal for Academic Labor
Equity, Governance, Economics and Critical University Studies
No 23 (2014)

As we state in our Commentary, “This Issue marks a couple of milestones and crossroads for Workplace. We are celebrating fifteen years of dynamic, insightful, if not inciting, critical university studies (CUS). Perhaps more than anything, and perhaps closer to the ground than any CUS publication of this era, Workplace documents changes, crossroads, and the hard won struggles to maintain academic dignity, freedom, justice, and integrity in this volatile occupation we call higher education.” Workplace and Critical Education are published by the Institute for Critical Education Studies (ICES).

Commentary

  • Critical University Studies: Workplace, Milestones, Crossroads, Respect, Truth
    • Stephen Petrina & E. Wayne Ross

Articles

  • Differences in Black Faculty Rank in 4-Year Texas Public Universities: A Multi-Year Analysis
    • Brandolyn E Jones & John R Slate
  • Academic Work Revised: From Dichotomies to a Typology
    • Elias Pekkola
  • No Free Set of Steak Knives: One Long, Unfinished Struggle to Build Education College Faculty Governance
    • Ishmael Munene & Guy B Senese
  • Year One as an Education Activist
    • Shaun Johnson
  • Rethinking Economics Education: Challenges and Opportunities
    • Sandra Ximena Delgado-Betancourth
  • Review of Abundance: The Future is Better Than You Think
    • C. A. Bowers