Tag Archives: neoliberalism

Video Interview: “Desafios e possibilidades para a educação histórica em um mundo neoliberal” / “Challenges and possibilities for history education in a neoliberal world”

In November 2022, I had the honour giving the keynote address at the National Meeting of Researchers in History Teaching (XIII Encontro Nacional de Pesquisadores do Ensino de História – XIII-ENPEH) organized by the Brazilian Association of History Teaching (Associação de Ensino de História – ABEH).

Subsequently, the talk — “Desafios e possibilidades para a educação histórica em um mundo neoliberal” / “Challenges and possibilities for historical education in a neoliberal world” — was published as a chapter in the book Os presentes do Ensino de História: (re)construções em novas bases  / The gifts of History Teaching: (re)constructions on new bases,  edited by Luis Cerri (State University of Ponta Grossa) and Juliana Alves Andrade (Federal University of Pernambuco).

Below is a a link to a video interview that was conducted last month with my Brazilian colleagues including professors Cerri and Andrade and the president of ABEH, Prof. Maria Lima (Universidade Federal de Mato Grosso do Sul). The interview covers quite a bit of territory including the politics of  history and social studies education and their role in construction of a more democratic society, critical teaching and the dangers it entails, plus organizing and action for educational and social change.

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Call for Submissions: Critical Education special issue on “Neoliberal Capitalism and Public Education”

Critical Education

Special Issue Call: Neoliberal Capitalism and Public Education

Special Issue Editor:
Lana Parker
Associate Professor, Education University of Windsor, Canada Lana.parker@uwindsor.ca

The Status of Public Education: Documenting Neoliberal Capitalism’s Harms and Advocating for the Common Good

Overview and Aims:

 “The mode of production of material life conditions the general process of social, political and intellectual life. It is not the consciousness of men that determines their existence, but their social existence that determines their consciousness.” (Marx, 1859/1977)

Seen as a common or public good, public education offers the foundation for a more equal, just, and democratic society. As Biesta and Säfström (2023) suggest, “public education can be seen as the expression of the democratic values of liberty, equality, and solidarity. … [It has also] played a key role in promoting and sustaining these values” (Public education and the rise of neoliberalism section, emphasis in original). In this vein, a well-funded public school offers opportunities for community, fellowship, ethical relationality, and the development of critical, creative capacities (Parker, 2021, 2023a, 2023b). An economically healthy public system is marked, among other things, by: small class sizes; good teacher wages and the high levels of teacher training attendant to those wages; rich and diverse programming for all students; resources and infrastructure in good repair; and, most significantly, independence from market interests and from reliance on private sources of revenue.

Despite this underlying potential, however, any defense of education as a public good must resist nostalgia, ahistoricism, or conservativism. That is, though public education holds promise, it has also often been rooted in material, cultural, and ideological conditions of exclusion (Nelson et al., 2022). As such, public education as a common good, and the related argument against privatization, must include two parallel, though not mutually exclusive, understandings: First, that the legacy of public education in many countries has often been unjust in its implementation. Second, that although as a system it has been imperfect in its practice of equality and justice, it still represents the most powerful foundation from which to seek and improve these aims.

Decades of neoliberal capitalism have had a corrosive effect on public education systems around the world. Peters (2021) notes that one of the guiding objectives of neoliberalism is to displace the idea of public goods with the notion of public choice. This permits the entry of market ideals, profit motives, and choice through every facet of educational systems and policies. For example,

the neoliberal belief that public education funding is inefficient permits systematic and prolonged underfunding and diversions of tax-payer dollars to private schools. Neoliberal perceptions of choice and the focus on the individual versus the collective serve to similarly undermine arguments for public education for all. Further, the very premise of education — the answer to the fundamental question of what is education for? — has been reshaped by neoliberal values of economic competition and unmitigated capitalist growth. In all, scholars have documented that neoliberalism in education influences all education policy, curriculum, and pedagogy, as well as refashions the underlying economic fiscal supports that uphold the public system.

What is sometimes obscured, and perhaps increasingly so as neoliberalism enjoins neoconservative ideologies, is that the underlying mechanism of neoliberal capitalism is economic. Its project has been about converting previously public goods into terrain for marketization and competition, with an emphasis on generating profits that are concentrated into the hands of a few. As such, this special issue will focus on revealing neoliberal capitalist policies and critiquing the material conditions of inequality, impoverishment, and austerity that these shifts have produced; it is also aimed at advocacy for well-funded public education as a common good worth protecting.

 Description of Invited Articles:

For this issue, I invite analysis that foregrounds a critique of the contemporary expression of neoliberal capitalism. I seek submissions from a range of interdisciplinary perspectives (e.g., from within education, but also from public policy studies, progressive economics, sociology, philosophy, and more) to substantively engage with the material and philosophical challenges wrought by a neoliberal, capitalist totality, as it operates on education. A prevailing theme will be how this totality has produced harms for public education as a public good. Papers can be philosophical, theoretical, or conceptual; they can also be empirical, with methodologies such as Critical Policy Analysis, Critical Discourse Analysis, and the like. Some of the questions that you may wish to engage include:

  • What are the material harms that have been produced in classrooms as a result of underfunding and austerity budgets?
  • What are the changing economic underpinnings of public education? How has public spending changed and privatization increased?
  • Neoliberalism presumes one set of goals and accountability measures for public education systems. What alternative goals and measures could be considered?
  • How has neoliberal capitalism impoverished conceptions of public education’s purpose?
  • What might an anti-capitalist education look like?

Timeline:

 Manuscripts due to Editor: January 31, 2024 Manuscripts under review: February 1 – March 15, 2024

Manuscripts returned to authors for revision: March 31, 2024 Final Manuscripts due to Co-editors: April 30, 2024 Publication of Special Issue: May 31, 2024

About the Editor:

 The special issue editor, Lana Parker, is an Associate Professor of Education at the Faculty of Education at the University of Windsor, Canada. She has expertise employing philosophical methods and critical discourse tools to analyze neoliberal trends in education. Her work interrogates these trends in contrast with the possibilities of ethical, responsible, and responsive pedagogy. She served as the Editor for the Journal of Teaching and Learning for three years. Her nationally funded research includes a phenomenological analysis of how capitalism and social media shape how youth engage with information, including mis- and disinformation, which is reflected in her recently published edited collection, Education in the Age of Misinformation: Philosophical and Pedagogical Explorations. In addition, Lana is a co-investigator on the Public Exchange Project, which exposes neoliberal trends of privatization in the Canadian context.

About Critical Education:

Critical Education is an international, refereed, open access journal published by the Institute for Critical Education Studies (ICES). Contributions critically examine contemporary education contexts, practices, and theories. Critical Education publishes theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, higher education, and informal education. ICES, Critical Education, and its companion publication Workplace: A Journal for Academic Labor, defend the freedom, without restriction or censorship, to disseminate and publish reports of research, teaching, and service, and to express critical opinions about institutions or systems and their management. Co-Directors of ICES, co-Hosts of ICES and Workplace blogs, and co-Editors of these journals resist all efforts to limit the exercise of academic freedom and intellectual freedom, recognizing the right of criticism by authors or contributors.

Author Guidelines: https://ices.library.ubc.ca/index.php/criticaled/about/submissions

 References

 Biesta, G., & Säfström, C. A. (2023). Introduction: The publicness of education. In G. Biesta &

C. A. Säfström (Eds.), The new publicness of education (pp. 1-7). Routledge. Marx, K. (1977). A contribution to the critique of political economy. Progress Publishers. (Original work published 1859)

Nelson, C., Broom, S., Sisaket, L., & Orphan, C. (2022). Imagining decolonial desires of the public good. International Journal of Qualitative Studies in Education, 35(5), 456–477.

Parker, L. (2021). Literacy in the post-truth era: The significance of affect and the ethical encounter. Educational Philosophy and Theory, 53(6), 613-623.

Parker, L. (2023a). Education in the age of misinformation: An afterword. In L. Parker (Ed.), Education in the age of misinformation: Philosophical and pedagogical explorations (pp. 251-256). Palgrave Macmillan.

Parker, L. (2023b). Making the most of it: Thinking about educational time with Hägglund and Levinas. Journal of Philosophy of Education. https://doi.org/10.1093/jopedu/qhad067

Peters, M. A. (2021). Neoliberalism as political discourse: The political arithmetic of homo oeconomicus. In M. Sardoč (Ed.), The impacts of neoliberal discourse and language in education (pp. 69-85). Routledge.

Critical Pedagogy and the Covid-19 Pandemic: Keeping Communities Together in Times of Crisis

During the height of the COVID-19 pandemic, Fatma Mizikaci and Eda Ata (University of Anakara, Turkey) began a free online webinar series called Global Thursday Talks to examine the social and political impact of the pandemic on education, and explore how the creation of digital communities has become indispensable in maintaining connectivity and building networks.

The book version of these GTT talks and interviews, Critical Pedagogy and the Covid-19 Pandemic: Keeping Communities Together in Times of Crisis has just been published by Bloomsbury.

A wide-range of critical scholar/activist educators from Europe, North America and Turkey participated in the seminars and contribute to the book. I’m really pleased to have had the opportunity to participate in the project along with Antonia Darder, Liv Mjelde, Michael Apple, Peter McLaren, Henry Giroux, Ira Shor, and many others.

My dialogue with Fatma and Eda as part of GTT is wide-ranging. I discuss my journey as an activist educator and experiences that shaped my thinking about education and its role in the transformation of society. I also describe how the pandemic created a crisis for teaching, learning, and democratic action within the pre-existing crisis that is neoliberal capitalism, including how the threats of corporate education intensified during the pandemic. I also spend time talking about various models of critical resistance for teachers and teacher educators – that is – how post-pandemic educators can take advantage of the disruptions of traditional practices to create more flexible, responsive and subversive approaches to teaching and learning.

Dr Alpesh Maisuria | Neoliberalism, Critical Education, and Social Justice: A focus on the Current Moment in History

University of British Columbia, Department of Curriculum & Pedagogy

Seminar Series 2020-2021

“Neoliberalism, Critical Education, and Social Justice: A focus on the Current Moment in History”

Dr Alpesh Maisuria
University of the West of England

September 15, 2020 12:30-2:00pm Pacific [Zoom link tba]

Sandra Mathison: Privatizing private schools should top list of funding changes

Published in The Province (Vancouver, BC)
October 9, 2019
Since 2013, the province has subsidized private schools to the tune of $2.6 billion. The subsidies for 2018-19 alone were $426 million, and projections for this school year are $436 million. Julia McKay / The Whig-Standard

Privatizing private schools should top list of funding changes

By Sandra Mathison

Opinion: With a public system still reeling from more than 15 years of cuts by the previous government, there is no excuse for funnelling billions of dollars to private schools.

As the B.C. education ministry rethinks how to fully and adequately fund the province’s schools, at the top of their list should be privatizing private schools by discontinuing public subsidies to independent schools.

Since 2013, the province has subsidized private schools to the tune of $2.6 billion. The subsidies for 2018-19 alone were $426 million, and projections for this school year are $436 million.

These subsidies to private schools have increased at an astronomical rate: funding increases (adjusted for inflation) to private schools have increased by 122.8 per cent since 2000-01, compared to a 15.9-per-cent increase in funding to public schools during this same period.

According to recent surveys by the Institute for Public Education, CUPE B.C. and the B.C. Humanist Association, most British Columbians believe public funding of private schools needs to end. In a poll that Insights West conducted for us in May, four in five British Columbians (78 per cent) oppose providing taxpayer funds for elite private schools. Sixty-nine per cent of British Columbians oppose funding to faith-based schools.

Let private schools be private, and let them deserve the label “independent schools.”

Private schools cost taxpayers by direct taxpayer-supported subsidies, but also by exemptions from paying property taxes, numerous personal tax benefits for individuals, and collecting large sums of tax-deductible donations.

Private schools also cost B.C. in non-economic ways. Faith-based schools are allowed to ignore human-rights laws and discriminate against employees based on marital status or sexual orientation. Our poll shows that few British Columbians are aware that faith-based schools are exempted from the B.C. Human Rights Code, but once they were aware of this, 81 per cent of respondents did not believe they should be allowed this exemption.

Let private schools be private, and let them deserve the label “independent schools.”

Private school admission processes segregate students by class and/or beliefs, rejecting students who don’t “fit” their values. These schools are therefore isolating students from peers who are not like them. Many B.C. taxpayers’ children would not be admitted to these private schools — because they can’t afford them, do not have academic credentials, or they are not suitable given the school’s philosophy.

Private schools reject the idea that schools ought to be about equity, about providing an education for all students regardless of their individual attributes.

If the education ministry needs a plan, they could immediately end subsidies to elite “Group 2” schools, those spending more per student than public schools and charging significant tuition fees. These are schools such as St. George’s in Vancouver and Shawnigan Lake on Vancouver Island.

Then they could phase out subsidies to faith-based schools over a short period of time, say two to three years.

The ministry should review private schools that serve needs not currently well met by the public schools (possibly, Indigenous schools and programs for students with special needs) and work toward integrating those schools/programs into the public education system. They should ensure there is sufficient funding provided to public schools to meet those needs.

And at the same time, tax exemptions that diminish revenue that could support public education need to change.

With a public school system still reeling from more than 15 years of cuts by the previous government, and students with special needs bearing the brunt of the underfunding, there is no excuse for funnelling billions of dollars to private schools. That money should be allocated to the public school system where it can help every child achieve their fullest potential.

Sandra Mathison is the executive director of the Institute for Public Education B.C., a professor of education at the University of B.C., and co-director of the Institute for Critical Education.

The Many Faces of Privatization

Public funding for private schools may be the most obvious way public education in British Columbia is being privatized, but there are other less obvious privatizing strategies at work. The Many Faces of Privatization is a background paper I co-authored with Sandra Mathison and Larry Kuehn as part of Funding Public Education project of the Institute for Public Education / British Columbia.

The paper offers analysis of 1) the common neoliberal narrative that legitimizes and promotes privatization thus drawing the public into a manufactured consent of privatization and 2) specific contexts in which this privatization in manifest, such as personalized learning (especially with technology), choice programs, school fees and fund raising, business principles of school administration, corporate sponsorships, fee paying international students, and publicly funded private schools.

The Fear Created by Precarious Existence in The Neoliberal World Discourages Critical Thinking

I was recently interviewed about the impact of neoliberal capitalism on schools, universities, and education in general by Mohsen Abdelmoumen, an Algerian-based journalist.

Over the course of the interview we discussed a wide-range of issues, including: the fundamental conflict between neoliberalism and participatory democracy; the Global Education Reform Movement (GERM) and the possibilities of transforming schools and universities into forces for progressive change and, in particular, academic freedom and free speech on campus, schools as illusion factories, curriculum as propaganda; what it means to be a dangerous citizen; and the role of intellectuals/teachers as activists.

The interview has been published in English and French, links below.

American Herald Tribune

Algérie Résistance II

Palestine Solidarité

 

The New Teachers’ Roundtable: A Case Study of Collective Resistance

New issue of Critical Education launched:

Critical Education
Volume 8, Number 4
March 1, 2017

The New Teachers’ Roundtable: A Case Study of Collective Resistance
Beth Leah Sondel

Abstract
The New Teachers’ Roundtable (NTRT) is a democratically run collective of new teachers who have become critical of neoliberal reform since relocating to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. Through interviews and observations, this study examines the ways in which collective members support each other in attempts to navigate experiences they perceive as dehumanizing to themselves, their students, and their students’ communities. By developing relationships amongst themselves and with other stakeholders affected by and resisting privatization, they are able to challenge their own privilege and begin shifting their perspective and pedagogy. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.

Keywords
Neoliberalism; Teacher Resistance; Critical Pedagogy; Social Movements

Cultural Logic launches new issue #CulturalLogic21

Cultural Logic is a journal of marxism, literature, and radical politics, which has been an open access journal since it was founded in 1997.

The new issue, Cultural Logic 21, features the following articles and poetry.

Articles

Anthony Barnum
“Identifying the Theoretical Development of the League of RevolutionaryBlack Workers for a Pedagogy of Revolution”

Paul Diepenbrock
“Consolidating US Hegemony:A neo-Gramscian of Pantich and Gindin, and Konings”

Rich Gibson
“Sudents and Teachers! The Unasked Question:Why Have School?”

Matthew MacLellan
“The Gun as Political Object:Transcoding Contemporary Gun Culture and Neoliberal Governmentality”

Larry Schwartz
“The Ford Foundation, Little Magazines and The CIA in the Early Cold War”

Alan J. Spector
“Campus Activism Today — Some Lessons from Students for a Democratic Society”

Poetry

Alzo David-West
“1932, A Pseudo-Revolutionary Poem”

Cultural Logic 22 will be a massive 20th anniversary triple issue on “Schol-Activism” produced in collaboration with Works & Days. Look for it in the coming months.

Comments on Academic Freedom at the University of British Columbia

Comments on Academic Freedom at the University of British Columbia
Delivered at “Breakfast with the Dean” panel April 21, 2016

E. Wayne Ross, PhD
Professor
Faculty of Education
University of British Columbia

First of all I would like to thank Dean Blye Frank for inviting me to participate on this panel and thanks to all of you for coming out this morning to participate in a discussion on academic freedom.

On the surface, it’s easy to be pro-academic freedom, kind of like being for mom and apple pie. But, academic freedom is a contested issue in universities (and schools, but that is a very different matter).

The Canadian Association of University Teachers (CAUT), describes a number of major academic freedom cases in Canada ranging from the University of Manitoba blocking a documentary film that reports findings of research on genetically modified crops; to irregularities that lead to the suspension of David F. Noble’s appointment to an endowed chair at Simon Fraser University; to Mary Bryson, the Faculty’s senior associate dean, and her battle with UBC over intellectual property rights. The arbitration decision in the Bryson case is described by CAUT as “landmark in the struggle to insure that faculty, not administrators, determine the content of courses.”[1]

In recent years there has been international attention given to the academic freedom cases of Professors Norman G. Finkelstein and Steven Salaita, who lost jobs as a result of social justice scholarship and activism, in particular, criticisms of Israel’s policies toward Palestinians living under occupation.

Threats to academic freedom are real and have a long history in Canadian postsecondary education and beyond.

CAUT defines academic freedom, in part, as including:

the right, without restriction by prescribed doctrine, to freedom to teach and discuss; freedom to carry out research and disseminate and publish the results thereof; freedom to produce and perform creative works; … freedom to express one’s opinion about the institution, its administration, and the system in which one works; … Academic freedom always entails freedom from institutional censorship.

Academic freedom does not require neutrality on the part of the individual. Academic freedom makes intellectual discourse, critique, and commitment possible.

Academic staff must not be hindered or impeded in exercising their civil rights as individuals including the right to contribute to social change through free expression of opinion on matters of public interest. Academic staff must not suffer any institutional penalties because of the exercise of such rights. [2]

In short academic freedom is essential to the mission of the university.

Dean Frank asked the members of this` panel to focus on issues of academic freedom in light of the current search to fill the new UBC position of Senior Advisor to the Provosts on Academic Freedom.

My first thought was that if we have provosts who need advisors on academic freedom, maybe they shouldn’t be provosts, really. But, perhaps I’m being too glib, even for a short breakfast talk.

Of course the creation of this new advisory position is the result of controversy created by the former chair of the UBC Board of Governors, John Montalbano, when he interfered with the academic freedom of Sauder School Professor Jennifer Berdahl, after she blogged about UBC President Arvind Gupta’s “resignation” after 13 months in office.[3]

Oh, wait a minute. Let me correct myself, like many of UBC’s self-investigation exercises the external report on the Berdahl case, written by former justice Lynn Smith, did not find fault with any individual university administrators.

“No individual intended to interfere with Dr. Berdahl’s academic freedom, or made a direct attempt to do so… However, sometimes several relatively small mistakes can lead to a failure of the larger system.”

Despite whatever good intentions might lurk behind the creation of the new academic freedom advisor position – and I do believe that its existence is primarily a public relations effort – at best this position is a band-aid on a life-threatening wound and at worse it is yet another diversion – a manifestation of an ideological stance that is widely held in society and practically hegemonic in universities—liberal neutrality. I’ll briefly address both of these circumstances.

Corporatization of the University (The life-threatening wound)

The corporate takeover of education at the K-12 and postsecondary levels, facilitated is by governments that might best be described as executive committees of the rich.

The trouble begins when the framework for understanding the nature and aims of education and scholarship is as a tool vital for economic success. As Thomas Docherty argues in his book Universities at War, the university has become a servant of the national and provincial economies in the context of globalization. Its driving principles of private and personal enrichment are understood as necessary conditions of progress and modernity.

Docherty sees this circumstances as a radical impoverishment of the university’s capacities to extend human possibilities and freedoms, to seek earnestly for social justice, and to participate in the endless need for the extension of democracy. Docherty argues that we must take sides in this matter because market fundamentalists are on the march and the war is being fought not just for scholars but also for a more democratic, more just, more emancipatory way of life.

The Problem of “Liberal neutrality”

In her article “Why I’m Not a Liberal,” Robin Marie Averback argues that

“In the liberal imagination, education and accommodation are self-evident solutions, since the problem can neither be understood as a matter of brute power struggles nor as a product of structural inequality fundamental to the functioning of entire institutions … You can’t choose a side when liberalism insists there are no sides at all.”[4]

This notion, helps to explain how the Smith Report on the Berdahl academic freedom case creates a victim without a victimizer. This is a pattern played out in numerous instances at UBC in recently. See, for example, the reports on:

  • the privacy breach related to documents on the Arvind Gupta imbroglio[5]
  • Commerce Undergraduate Society Frosh Week “rape chants”[6]
  • UBC handling of sexual assault complaints[7]

Averback reminds us of the picture book version of social justice that we often see on walls of community centres,

“In this picture book version of social justice struggle, no one ever opposes freedom’s forward march. All the oppressed need to do is rise up and assert themselves; the world they are fighting for is realized simply by the act of self-declaration.”

At UBC everybody seems to be for academic freedom. It’s like a picture book version of academic freedom. But in the all-administrative university – a phrase coined by Benjamin Ginsberg in his book The Fall of the Faculty – the response of the administration to an academic freedom crisis is the creation of yet another administrative position, aimed at educating and accommodating.

This reminds me of a comment someone made in the context of the recent UBC Board of Governors debacle(s) and the compromised Presidential Search Committee, “UBC doesn’t need a new driver, because the problem is with the car.”

Here are some academic freedom issues that the new position will like never come close to addressing:

  • Intellectual property rights;
  • Corporate influence on campus academic programs and research.[8]
  • Faculty loss of control over academic programs (such as the teacher education program in our faculty)
  • Respectful workplace statements that become instruments that encourage bullying and mobbing of faculty with dissenting points of view or who merely ask questions that make people uncomfortable;
  • Middle managers, like those in Sauder, who intervene like their corporate counterparts to threaten the rank and file on issues of solidarity and criticism of management (e.g., the recent UBCFA no confidence vote);
  • People like those faculty members who have warned UBC Professor Jonathan Ichikawa (sponsor of the UBCFA no-confidence vote in the Board of Governors) that his activism would negatively affect his advancement at the university;
  • Students/faculty self-funding themselves;
  • Administrative efforts to “right-size” academic programs;
  • Tenure and promotion committees that forego evaluative reading of faculty scholarship and instead focus on impact factors or the amount of external dollars won in competitions.

When no one is understood as protecting a position of power (liberal neutrality) how do we combat these threats to academic freedom? I don’t think the answer is by appointing an advisor to the provost.

Questions for discussion:

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.[9]

BC Premier Christy Clark has warned provincial postsecondary institutions that they must do a better job of producing graduates who meet the needs of the private sector (2014 Throne Speech). What happens to academic freedom when universities are cast as servants to the provincial or national “economic success?”

Notes

[1] CAUT, Major Academic Freedom Cases: http://www.caut.ca/issues-and-campaigns/academic-freedom/academic-freedom-cases

[2] See full CAUT statement on academic freedom here: https://www.caut.ca/about-us/caut-policy/lists/caut-policy-statements/policy-statement-on-academic-freedom – sthash.0grFSra5.dpuf

[3] http://www.cbc.ca/news/canada/british-columbia/ubc-chair-john-montalbano-resigns-after-report-finds-academic-freedom-not-protected-1.3272776

[4] https://www.jacobinmag.com/2014/07/why-im-not-a-liberal/

[5] http://universitycounsel.ubc.ca/files/2016/03/D-Loukidelis-Report-on-UBC-FOI-Processes-final-7-Mar-16.pdf

[6] http://president.ubc.ca/files/2013/09/Fact-Finding-Report-copy.pdf

[7] http://www.cbc.ca/news/canada/ubc-sexual-assaults-complaints-expulsion-1.3328368

[8] See government appointments to UBC Board and U of Calgary/Enbridge relationship: http://www.cbc.ca/beta/news/canada/calgary/caut-ucalgary-uofc-dru-marshall-david-robinson-1.3531851

[9] See Petrina, Ross, & Mathison (2015). Threat convergence: The new academic work, bullying, mobbing and freedom. Workplace: A Journal for Academic Labor, 24, 58-69. Retrieved from http://ices.library.ubc.ca/index.php/workplace/article/view/186137/185332