Arvind Gupta: Known knowns, known unknowns, unknown unknowns …

“There are known knowns. These are things we know that we know. There are known unknowns. That is to say, there are things that we know we don’t know. But there are also unknown unknowns. There are things we don’t know we don’t know.” Donald Rumsfeld

This past Friday the University of British Columbia Board of Governors announced that Arvind Gupta had resigned as president of the university. The announcement was shocking because Gupta had just completed the first year of his five-year term.

There very few knowns, a lot of unknowns, and perhaps even more speculations about Gupta’s “resignation.”

The announcement raises many questions as it came after an unscheduled Board of Governors meeting and Gupta was not quoted in the news release nor has he commented on his resignation. The past year has seen a wholesale shakeup of top administrators at UBC and now former UBC president Martha Piper has named as interim president (starting in September).

That giant sucking sound you heard the past few days is of speculation rushing in to fill to fill the vacuum in the UBC president’s office.

Is Gupta’s exit connected to the shake up of  high level executives in the university?

Charlie Smith speculates it might have something to do with the departure of Pierre Ouillet who was UBC’s Vice President Finance.

Smith has also offered that Gupta’s departure might be related to his inability to squeeze more money out of the provincial government or because transit referendum or because Christy Clark or because fundraising in general.

Jennifer Berdahl‘s suggestion that Gupta is out because he lost the “masculinity contest” among UBC’s administration seems to have a lot of popular support based on attention it’s getting in the twittersphere.

Berdahl is the Montalbano Professor of Leadership Studies: Gender and Diversity in the Sauder School of Business at UBC. She wrote on her blog:

I believe that part of this outcome is that Arvind Gupta lost the masculinity contest among the leadership at UBC, as most women and minorities do at institutions dominated by white men. President Gupta was the first brown man to be UBC president. He isn’t tall or physically imposing. He advocates for women and visible minorities in leadership – a stance that has been empirically demonstrated to hurt men at work.

Berhdahl describes her positive working experiences with Gupta, but doesn’t offer evidence to support a claim that the masculinity contest theory applies to him in this circumstance.

There’s no denying that higher education is rife with workplace harassment, bullying, and mobbing. (The journal Workplace: A Journal of Academic Labor recently devoted an entire issue to this topic.)

When work is a “masculinity contest,” says Berdahl, “leadership does not earnestly seek expert input, express self-doubt, or empower low-status voices.” I’ve got no argument with her on this point. Indeed, in my dozen years on the faculty at UBC, I’d say that there has been no leadership at the faculty or university level that has earnestly sought input from anyone (much less experts), expressed self-doubt, or empowered low-status voices.

The standard operating procedure at UBC is akin to that of the British Empire of old. The king or queen makes a decision and then the shit then flows downhill. There might be an occasional “walk about” to see how the courtiers, knights, or peasants might react to this or that, but UBC is a top-down organization, run like an empire, or at least a corporation.

As Justin McElroy points out, whatever it is it’s no ordinary resignation.

McElroy’s exchange with Neal Yonson, who is editor of UBC Insiders, raises some interesting questions and offers up some possible explanations, that while speculative, aren’t tabloid fodder, and focus on the relationship between the BoG of the president’s office.

They make some good, if self-evident, points:

  • Gupta and the BoG didn’t see eye to eye;
  • After an 18 month transition from Steven Toope to Gupta, UBC is now facing another leadership transition after just one year and that will have deleterious effects on a multiple fronts, both internally and externally;
  • Numerous current upper administration jobs are filled with people who are new or in interim roles;
  • BoG’s move to bring in known quantity Piper might steady the ship administratively, but Piper is not student-friendly, especially on the tuition front;
  • UBC capital projects are in a holding pattern.

McElroy and Yonson say that despite the lack of external dissent, there were internal  “hints” that Gupta’s honeymoon was over, but university presidents always have their detractors and I don’t think the lack of “charm offensive” on Gupta’s part was key to his failure as president.

What they might not know is that this spring and summer there were rumours on campus that Gupta was in serious trouble with the BoG. I’m not enough of an insider have any substantive knowledge of those rumours, but I heard a university administrator opine that the BoG certainly wanted David Farrar, who left the position of Provost and Vice President Academic in June, to stay close at hand. Farrar was the third Vice President to vacate office under Gupta.

There are still lots of unknowns and UBC would be greatly served if the BoG and the university administration acted in more open and transparent ways. (Don’t hold your breath because as Yonson points out this is a board that wants to keep the public ignorant by operating in secret.)

If blame must be laid, there’s no getting around the fact that the UBC Board of Governors made a mistake in hiring Gupta.

If Gupta resigned of his own accord, then the BoG erred in hiring someone with no traditional higher ed administrative experience and for whatever reason (barring extremely personal reasons) could not handle the job.

If the BoG forced Gupta out, then they erred by making a non-traditional hire and then not giving Gupta a sufficient amount of time or the support to bring his vision to fruition.

Related posts:
How not to run a university (Part 3): The art of misdirection [updated]
How not to run a university (Part 2): Intimidation, bullying & harassment at UBC
How not to run a university (Part 1): Secrecy at UBC

XXI Symposium on Research on Applied Linguistics & III International Symposium on Literacies and Discourse Studies – Call for Papers

UNIVERSIDAD DISTRITAL FRANCISCO JOSÉ DE CALDAS

XXI SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS &
III INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES

1ST CALL FOR PAPERS

This academic event is committed to the interdisciplinary promotion and support of research on literacies and discourse studies to push further the boundaries of applied linguistics. Papers drawing on research experiences around topics such as literacies, multilingualism(s) and discourse studies are welcome. Some key areas within these broad topics which contributors could explore include, but are not limited to:

LITERACIES

MULTILINGUALISM(S)

DISCOURSE STUDIES

Early literacy

Language planning & policy

Classroom discourse(s)

Digital literacy

Languages in contact

Political discourse(s)

Multimodality

Minority languages

Media discourse(s)

Bilingualism/Biliteracies

Community-based pedagogies in multilingual contexts

Narratives

KEY NOTE SPEAKERS

Professor
Margaret Hawkins, PhD
University of Wisconsin – USA

Professor
Gary Barkhuizen, PhD
The University of Auckland – New Zealand

Alvaro Quintero, PhD Candidate
Universidad Distrital Francisco José de Caldas – Colombia

Download Call for Papers and Submission form here: CALL FOR PAPERS – 2015

Reforming Academic Labor, Resisting Imposition, K12 and Higher Education (Workplace: A Journal for Academic Labor, No. 25)

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.

Academic Bullying and Mobbing (Workplace: A Journal for Academic Labor, No. 24)

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.

CFP: Critical Theories in the 21st Century

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:


West Chester University
700 South High St, West Chester, PA 19383

2015 theme:
critical pedagogy vs. capital:
reigniting the conversation

Sponsored by:
Educational Foundations
The Department of Professional and Secondary Education
West Chester University of Pennsylvania

Closing Conference Keynote (November 7th):
Dave Hill

Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?

There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.

Some examples of possible topics include:

  • Marxism
  • Post-structuralism/post-modernism
  • Anarchism
  • Challenging the unholy trinity of state, capital, and religion
  • Class and the capital-labor dialectic
  • Identity and economics
  • Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
  • Reform versus revolution
  • Socialism, communism, & democracy
  • Affect theory and the new materialisms
  • The knowledge economy, post-Fordism, and “cognitive capitalism”
  • Critical geography

While this conference will include important presentations and debates in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders.

While this conference will include important presentations and challenging discussions based in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors.

Please submit abstract proposals (500-1000 words) to:
Curry Malott (cmalott@wcupa.edu)

Proposal due date: September 27th, 2015

‘Reclaiming the School as Pedagogic Form’

Institute for Critical Education Studies
Faculty of Education
University of British Columbia

Public Lecture
‘Reclaiming the School as Pedagogic Form’

Dr. Jan Masschelein
(Katholieke Universiteit Leuven)

May 12, 2015
12:00 – 2:00pm

Scarfe 1214
(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 MasscheleinJan 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.

 

Critical Education to publish articles series “The Media and the Neoliberal Privatization of Education”

Forthcoming articles in the current volume of Critical Education will include a special series examining The Media and the Neoliberal Privatization of Education, edited by Derek R. Ford (Syracuse University), Brad Porfilio (California State University, East Bay), and Rebecca Goldstein (Montclair State University).

The series will be launched on March 30, 2015 and run through August 15, 2015.

Here is a full listing of forthcoming articles in Critical Education, from March through September 2015:

Critical Education
ISSN 1920-4125

Forthcoming Articles in Volume 6:

Volume 6 Number 6
March 21, 2015
‘That would give us power…’ Proposals for Teaching Radical Participation from a Society in Transition
Edda Sant
Manchester Metropolitan University

Volume 6 Numbers 7-16
Critical Education series The Media and the Neoliberal Privatization of Education
Editors: Derek R. Ford, Brad Porfilio & Rebecca Goldstein

Volume 6 Number 7
March 30, 2015
The News Media, Education, and the Subversion of the Neoliberal Social Imaginary
Derek R. Ford
Syracuse University
Brad Porfilio
California State University, East Bay
Rebecca A. Goldstein
Montclair State University

Lessons from the “Pen Alongside the Sword”: School Reform through the Lens of Radical Black Press
Kuram Hussain
Hobart and William Smith College
Mark Stern
Colgate University

Volume 6 Number 8
April 15, 2015
Breathing Secondhand Smoke: Gatekeeping for “Good” Education, Passive Democracy, and the Mass Media:  An Interview with Noam Chomsky
Zane C. Wubbena
Texas State University

Volume 6 Number 9
May 1, 2015
Speaking Back to the Neoliberal Discourse on Teaching: How US Teachers Use Social Media to Redefine Teaching
Kessica Shiller
Towson University

Volume 6 Number 10
May 15, 2015
Political Cartoons and the Framing of Charter School Reform
Abe Feuerstein
Bucknell University

Volume 6 Number 11
June 1, 2015
Neoliberal Education Reform’s Mouthpiece: Education Week’s Discourse on Teach for America
Michelle Gautreaux
University of British Columbia

Volume 6 Number 12
June 15, 2015
Re-Privatizing the Family: How “Opt-Out” and “Parental Involvement” Media Narratives Support School Privatization
Amy Shuffelton
Loyola University Chicago

Volume 6 Number 13    
July 1, 2015
Learning from Bad Teachers: The Neoliberal Agenda for Education in Popular Media
José García
University of Texas at Austin

Volume 6 Number 14
July 15, 2015
#TFA: The Intersection of Social Media and Education Reform
T. Jameson Brewer
University of Illinois at Urbana-Champaign
Matthew Wallis
University of Illinois at Urbana-Champaign

Volume 6 Number 15 
August 1, 2015
Engagement with the Mainstream Media and the Relationship to Political Literacy: The Influence of Hegemonic Education on Democracy
Paul R. Carr
Université du Québec en Outaouais
Gary W. J. Pluim
Lakehead University
Lauren Howard
Lakehead University

Volume 6 Number 16
August 15, 2015
Teach For America in the Media: A Multimodal Semiotic Analysis
Sarah Rose Faltin Osborn
University of Nebraska-Lincoln
Jessica L. Sierk
University of Nebraska-Lincoln

Volume 6 Number 17
September 1, 2015
Capitalizing on Knowledge: Mapping Intersections Between Cognitive Capitalism and Education
Joseph Paul Cunningham
University of Cincinnati

New book: The Phenomenon of Obama and the Agenda for Education – 2nd Edition

The Phenomenon of Obama and the Agenda for Education – 2nd Edition
Can Hope (Still) Audaciously Trump Neoliberalism?

Edited by:
Paul R. Carr, Université du Québec en Outaouais
Brad J. Porfilio, CSU, East Bay

A volume in the series: Critical Constructions: Studies on Education and Society. Editor(s): Curry Stephenson Malott, West Chester University of Pennsylvania, Brad J. Porfilio, California State University, East Bay, Marc Pruyn, Monash University, Derek R. Ford, Syracuse University.

Published 2015

Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, education institutions today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in United States, and beyond – a dialogue that must seek the kind of change that represents hope for all students.

As for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.

CONTENTS
Acknowledgments. Foreword: Barack Obama’s Neoliberal War on Public and Democratic Education (2014, for the second edition), Paul Street. Foreword: Challenging the Empire’s Agenda for Education (2011, for the first edition), Christine Sleeter. Introduction: Audaciously Espousing Hope (well into a second mandate) Within a Torrent of Hegemonic Neoliberalism: The Obama Educational Agenda and the Potential for Change, Paul R. Carr and Brad J. Porfilio.

SECTION I: USING HISTO RICAL AND THEORETICAL INSIGHTS TO UNDERSTAND OBAMA’S EDUCATIONAL AGENDA. Even More of the Same: How Free Market Capitalism Dominates Education, David Hursh. “The Hunger Games”: A Fictional Future or a Hegemonic Reality Already Governing Our Lives?Virginia Lea. Ignored Under Obama: Word Magic, Crisis Discourse, and Utopian Expectations, P. L. Thomas. The Obama Education Marketplace and the Media: Common Sense School Reform for Crisis Management, Rebecca A. Goldstein, SheilaMacrine, and Nataly Z. Chesky.

SECTION II: THE PERILS OF NEOLIBERAL SCHOOLING: CRITIQUING CORPORATIZED FORMS OF SCHOOLING AND A SOBER ASSESSMENT OF WHERE OBAMA IS TAKING THE UNITED STATES. Charter Schools and the Privatization of Public Schools, Mary Christianakis and Richard Mora. Undoing Manufactured Consent: Union Organizing of Charter Schools in Predominately Latino/a Communities, Theresa Montaño and Lynne Aoki. Dismantling the Commons: Undoing the Promise of Affordable, Quality Education for a Majority of California Youth, Roberta Ahlquist. Obama, Escucha! Estamos en la Lucha! Challenging Neoliberalism in Los Angeles Schools,Theresa Montaña. From PACT to Pearson: Teacher Performance Assessment and the Corporatization of Teacher Education, Ann Berlak and Barbara Madeloni. Value-Added Measures and the Rise of Antipublic Schooling: The Political, Economic, and Ideological Origins of Test-Based Teacher Evaluation, Mark Garrison.

SECTION III: ENVISIONING NEW SCHOOLS AND A NEW SOCIAL WORLD: STO RIES OF RESISTANCE, HOPE, AND TRANSFORMATION. The Neoliberal Metrics of the False Proxy and Pseudo Accountability, Randy L. Hoover. Empire and Education for Class Consciousness: Class War and Education in the United States, Rich Gibson and E. Wayne Ross. Refocusing Community Engagement: A Need for a Different Accountability, Tina Wagle and Paul Theobald. If There is Anyone Out There…, Peter McLaren. Afterword: Working the Contradictions: The Obama Administration’s EducationalPolicy and Democracy to Come (from the 2011 edition), Dennis Carlson. Afterword: Barack Obama: The Final Frontier, Peter Mclaren. Afterword: Reclaiming the Promise of Democratic Public Education in New Times, Dennis Carlson.About the Authors. Index.

Phenomenon of Obama 2 ed

CFP: Learning, technologies, and time in the age of global neoliberal capitalism

Call for Papers

SPECIAL ISSUE OF KNOWLEDGE CULTURES

Learning, Technologies, and Time in the Age of Global Neoliberal Capitalism

The study of time, technology and learning has preoccupied scholars across disciplines for decades. From the psychological impacts of networked gadgets to the nature of perception, attention, communication and social interaction, through the paradigm of 24/7 teacher/student availability, to the acceleration of study programs and research, these themes are dialectically intertwined with human learning in the age of global neoliberal capitalism.

However, the ‘social’ and the ‘technical’ are still frequently discussed as separate spheres in relation to human learning, rather than as mutually shaping of each other within capitalism. Using various critical approaches, this volume invites authors to ask diverse probing questions about the multi-dimensional, individual and social experience of time, by teachers and learners of all kinds, imbued in contemporary neoliberal technoscapes.

This Special Issue of Knowledge Cultures invites authors to explore these questions especially in relation to all kinds of human learning, including, but not limited to, the formal process of schooling. We are particularly interested in situating the relationships between human learning, social acceleration, and digital technologies in the context of global neoliberal capitalism – and in developing viable alternatives / seeds of resistance.

Working at the intersection of technology, psychology, sociology, history, politics, philosophy, arts, science fiction, and other related areas, we welcome contributions from a wide range of disciplines and inter-, trans- and anti-disciplinary research methodologies.

Submissions

All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use appropriate language. Manuscripts should not exceed 6000 words. For further information and authors’ guidelines please see

http://www.addletonacademicpublishers.com/images/Instructions_for_authors1.pdf.

All papers will be peer-reviewed, and evaluated according to their significance, originality, content, style, clarity and relevance to the journal.

Please submit your initial abstract (300-400 words) by email to the Guest Editors.

GUEST EDITORS

Sarah Hayes, Centre for Learning, Innovation and Professional Practice, Aston University, UK (s.hayes@aston.ac.uk)

Petar Jandrić, Department of Informatics & Computing, Polytechnic of Zagreb, Croatia (pjandric@tvz.hr)

IMPORTANT DATES

1 May 2015 – Deadline for abstracts to editors

1 June 2015 – Deadline for feedback from reviewers

1 November 2015 – Deadline for submissions/full papers

1 January 2016 – Deadline for feedback from reviewers

1 March 2016 – Final deadline for amended papers

Publication date – late 2016 / early 2017

 

New book by UBC doctoral student: Teacher Education: Demands from the Boundaries

The new book Teacher Education: Demands from the Boundaries, by Hector Gomez and Fernando Murillo Munoz intends to generate a space of discussion, reflection and dissemination of outlying or peripheral perspectives and topics about the education of teachers, originated as a response to the installation of an hegemonic, standardized, and apparently objective discourse about this field, which is characterized by strong external control, evaluative practices centered on measurement, and subsequent causal relationship that put forth reduced representations of “quality”.

These discourses and practices have been systematically installing an idea of what is necessary instead of what is possible, expelling from the educational relations the context, its complexities and, ultimately, the subject.

The seeming certainty emerges, circulates and reproduces, generating notions of “common sense” in the actors involved in the field of teacher education, notions from which they design, manage and implement ways of “being a teacher” that allow their existence in the belief of an alleged ideological neutrality.

This book is an attempt to discuss these assumptions, reflect on their origins and forms of reproduction, and disseminate alternative ways of understanding, establishing dialogue and learning in this field.

Héctor Gómez holds a Bachelor in Education (History and Social Sciences) and a Master of Arts in Education and Curriculum. He is a professor and researcher at the Faculty of Education of Universidad Católica Silva Henríquez and Head of the Curriculum Unit at Universidad Católica Silva Henríquez in Santiago, Chile.

Fernando Murillo holds a Bachelor in Education (Teacher of English as a Foreign Language) and a Master of Arts in Education and Curriculum. A former curriculum advisor and policy maker for the Chilean Ministry of Interior, Murillo is a professor and curriculum advisor in the Faculty of Philosophy and Humanities at Universidad Alberto Hurtado and Universidad Católica Silva Henríquez in Santiago, Chile. Murillo is currently a PhD student in the UBC Department of Curriculum and Pedagogy.

The Institute for Critical Education Studies sponsored a seminar on the book by Gomez and Murillo at UBC in the fall of 2014.

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