Tag Archives: alienation

enough is enough


Posted by hallymk1

I am tired. In my heart and in my bones. I have been trying to sit with George Floyd, and to understand how to be in this world. It has felt beyond important to contact my black peers, colleagues and friends, and my peers, colleagues and friends of colour, to offer them what I can. I am constantly trying to acknowledge my privilege as a white, male professor, and that role’s reproduction of whiteness, and to find ways to redistribute that privilege. Being deliberate in reaching out felt like one strand of this.

Earlier in the week I had been ripped by Musa Okwonga’s testimony of his experiences of the police and the State as a teenager, and the subsequent, ongoing denial of his identity and expertise. He articulated how specific, racist forms of difference were imprinted and imposed upon him at an early age from without. He articulated how, even though he had written the critically acclaimed book on football in 2007, he was rarely asked to speak about football tactics, cultural history. Rather as a black man, he was forced constantly to re-articulate his and society’s position on race.

This constant, emotional labour made me feel exhausted, exasperated, frustrated, angry, tearful. A constant, emotional labour, which denies or detracts from the ability to grieve the murder of yet another black man or woman at the hands of the State and its institutions. The constant, emotional labour required to struggle against whiteness as it demands the generation of a double consciousness. And the part that had me in tears was when Musa made me internalise the reality that those struggles I have had with chronic anxiety and depression, two breakdowns, managing the death of my mother, chronic family illness, and on and on, were managed without the additional layers of navigation, compromise, fear, denial demanded of those with black skins. As he noted, he cannot leave his black skin at the door.

I am tired. But it feels as nothing compared to the exhaustion of this constant, emotional labour. Of a life that has to be justified against the power and privilege of others over and over.

Beyond Musa’s careful and considered and emotional and humane response, a second moment of tearful clarity came when Mark replied to my contact, specifically in response to the idea that I was trying to sit with George. He wrote, ‘Please tell him I am breathing.’ Fucking hell. I am in tears every time I read that. And I am reminded that Akwugo Emejulu writes of the eruption and exhaustion of protest that:

This is a gathering of the ghosts of our past, present and future. They assemble to watch us and wonder when and how this will end. We scream, we shout and we march because we are haunted by those we could not save and by the terrifying knowledge that these violent deaths at the hands of the state – or those who know they have the full support of the state – could happen to any of us. They couldn’t breathe because existing while Black is a threat to the everyday order of things – to the mundane organisation of American society that demands Black people’s subjugation.

‘Please tell him I am breathing.’ A gathering of ghosts. Sitting with me as I question, what have we become? What do we allow? How are we complicit? How, as Musa writes elsewhere, do I help others ‘not to be those who point at injustice and then stand by.’

And Mark wanted me to ‘Tell [George] that he has moved me closer to so many people including you. Tell him he has made me realise I need to have more uncomfortable conversations.’ And I think, how do I help to build upon the hope that centres upon Mark’s lived experience that he is still breathing? Building hope. This is our truth.

Rik replied to my contact and sent me this reminder from Stephen Garner.

The power talked of here is of unchecked and untrammelled authority to exert its will; the power to invent and change the rules and transgress them with impunity; and the power to define the ‘Other’, and to kill him or her with impunity. The arbitrary imposition of life and death is one end of the spectrum of power relations that whiteness enacts, across the parts of the world where white people are preponderant in positions of power. From Ida Wells’s anti-lynching crusade, through Malcolm X’s comment that ‘We didn’t land on Plymouth Rock: that rock landed on us’, to Carmichael and Hamilton’s pioneering and striking claims about the way structural racism functions as a compound of class and ‘race’ (1967), the recurrent theme is of African-Americans developing an ethnographic gaze of which the subject is the way power is wielded by White America and how it impacts painfully on them.

Steve Garner. 2007. Whiteness: An Introduction. London: Routledge, p. 14.

I see that I have access to some of that power wielded through white privilege, and that this potentially impacts painfully on others made marginal. I have long contended that my work inside the University is to abolish that power and that privilege, and to abolish the idea of the University as it enables and is enabled by that power and that privilege. Increasingly I see that the structures or forms of the University, the cultures that act as pathologies grounded in white privilege, and the activities that reproduce whiteness methodologically, are unable to deal with the conjuncture of crises. That they simply re-enact separation, divorce, exhaustion, exploitation, expropriation.

The voices that have been enabled over and over and over at the political economic core of our world, and which have brought us to the brink environmentally and socially, are not the voices that I wish to listen to in the search for another world. Instead, I need to do all I can to centre the voices of those made marginal, and the identities of those exploited, expropriated, extracted and exchanged. This is the only way I can see for us to push beyond the reproduction of exploitation, expropriation, extraction and exchange as the basis for our alienating existence. This feels like the struggle of our lives. I wonder if this is the real movement that will abolish the present state of things.

I have to consider this in the context of my own work, in particular in my institution’s engagement with decolonising. Elsewhere, Akwugo has noted, ‘To decolonise is to imagine that another university is possible.’ I am trying to relate the idea of the University, to its realities in its structures, cultures and activities, through conversation with particular experiences of black staff and students, and students and staff of colour. How do we bring the symbolism of the institution into conversation with how we imagine it, and our lived experiences of it, in order to be better?

I have written a working position for this:

In response to this, Decolonising DMU is an insistent movement towards a pluralist experience of the University, so that each individual and her communities feel more at home there. It works against the reality that some staff and students feel that they are not able to fit in, because they are alienated by institutions that are structured by whiteness and white privilege. We wish to elevate and bring to the front alternative experiences, stories, narratives and relationships, such that those who engage with the University do not have to give up their own identities and subjectivities. Our work refuses the idea that some should have to develop a double consciousness (or the daily reality of having to reconcile one’s own identity and heritage with the judgement of a dominant, Eurocentric identity), in order to survive in the institution.

This is a process of transformation or venturing beyond, which links strategy and action. It has a focus upon generating new knowledge about the University, its governance, internal regulation, management and organisation, technologies and information flows, and its relationships. In broad terms, the idea of Decolonising DMU challenges exploitation and dispossession, silencing, othering and marginalisation.

In this moment, my ghosts tell me that this is my real movement. And in that, I have to consider, as Oli Mould clearly and publicly articulates, what I can do as a white, male academic, to be better.

As the Particles for Justice collective note in their call for a #strike4blacklives, this involves a willingness to:

acknowledge the ways in which the effects of anti-Black racism are compounded for people who are also, for example, women, trans, non-binary, queer, Indigenous to the lands occupied by the United States and Canada, Latinx, Muslim, Jewish, disabled, and/or undocumented. We demand justice, reform, and accountability now.

And so I have to reflect and refuse the ways in which my practice reinforces pathological white privilege, whitewash and whiteness.

  • How does my research, teaching, administration, mentoring, widen the spaces and times in which black students and staff, and staff and students of colour can tell out their souls?
  • How do I contribute to the struggle for authenticity and legitimacy beyond whiteness, in institutional committees, trade union committees, governing bodies, institutional strategy, trade union campaigns, academic workloads?
  • How do I struggle for the rights of others, and their equality? What does this mean for me, in terms of student and staff attainment, advancement, personal development, workload?
  • How do I struggle against the monitoring and profiling of certain communities, and the measuring of everyone by a colonial and patriarchal yardstick?
  • How do I struggle against privileged forms of knowledge, and for multiple and interconnected ways of knowing, being and doing?
  • How do I struggle against experiences of microaggressions, harassment, hostility and hate crime that differentially impact mental and physical health? How do I fight for services for those who need them, inside and outside the University?

My work has to commit to deconstructing my practice and the alienating structures/forms, cultures/pathologies, and activities/methodologies that it enables. I have to centre the lived experience of those occupying subaltern positions, or those traditionally occupying second- order or subordinated status. I have to demand empathy from myself with the experiences of those made marginal or silenced. I have to do this work. Me, not those we have othered.

I have to be accountable for these statements. We who have benefited must be held to account for these statements.

I am tired. But it feels as nothing compared to the exhaustion of this constant, emotional labour.

This is my personal reckoning. A reckoning is coming.

And I will bear this tiredness because I refuse to be complicit in the reproduction of another’s toxic exhaustion.

Enough is enough.


Notes on mental health in the age of Covid-19


Posted by hallymk1

“What if things are going to be absolutely fine?”

Me to myself, sometime towards the end of therapy, after years of asking “are we okay?”

 

Sticker on street furniture near the Pompidou Centre. It took me a while to remember that I exist. It took me a while to believe that I deserve to exist.

NB It feels important to note that there are some alternative routes you can take around managing your own mental health, and that support is available from a range of organisations including Mind (I had a good experience of therapy in 2000 with Mind in Darlington), Relate and Samaritans. Of course, there will be a range of possibilities for people with a range of life experiences. My point here is not to advise.

ONE. Sharing the wealth?

I left therapy after a decade in May 2019. It was the right thing to do and happened on my own terms, although it was negotiated over a long period with my therapist. This integrative and humanist therapeutic relationship helped me to save my life. It enabled me to hold and contain myself as I relived past trauma, and as I experienced a second breakdown after my Mom’s passing.

I have been thinking about what I have taken from therapy into the world as we now experience it. I have also been thinking about how I would have coped/not coped had I still been in the eye of the storm (I would have found the switch to virtual therapy incredibly difficult, in part because the human is so important in the therapy room and I feel that is missing online).

This morning I saw a retweet about how difficult it is for many to access therapy, either because NHS-funded therapy is time-limited, focused upon cognitive behavioural methodologies (a herd immunity for the soul), and has long waiting lists, or because private therapy is too expensive (although some therapists will undertake pro bono work). The original tweet focused upon crowdsourcing advice for people who are struggling, and a call to ‘share the wealth’, as if the assets that define good mental health are resources to be accessed like those on the Commons.

I have always struggled with this kind of call, although I completely respect the intention that lies behind it. In the same way, I struggle with calls for people to focus upon a positive mental attitude, or to be mindful or resilient (or to engage in mindfulness so they can be more resilient), inside a world that is alienating, and where a corporeal and physical, viral, destabilising force has infected that world. Too often, I see these calls as short-termist, or as an attempt to suture an alienated Self so that it can cope in a world that is increasingly unliveable and toxic.

When I was in therapy, I had a sense that the work was operating on multiple levels. First, my embodied trauma and what had been, because we may be through with the past, but the past is not through with us. Second, the everyday, alienating reality of an unjust world, in which we have to sell ourselves over and over again, and watch as others are brutalised, exploited or expropriated. Third, the closing down of the horizon of possibility for life, given the politics of austerity, climate heating, ecosystem collapse, economic populism, and so on. Fourth, how to struggle for the alternative, at the level of myself, my communities and the world.

Now each of these levels have been infected and recalibrated by the virus. Whilst I give thanks that I have worked through my embodied trauma, and I am able to find the courage and faith to struggle against an unjust world, and to accept the enclosure of our futures whilst attempting to do the right thing, I grieve that this is not universally or equally experienced. This brings me back to the idea that we can share the wealth in terms of mental health, in-part because the process and journey through therapy is so individual (although hopefully experienced in a wider, communal ecosystem of friends, carers, families, communities), and in-part because the idea of equality or equal access under capitalist social relations is nonsensical because we are individuated (and measured in competition with each other).

For instance, we know that many precarious members of our communities, or those who are black or minority ethnic, are anxious about the role of the State during any lockdown as they are at other times. We know that, in spite of the work of mutual aid groups, local councils, voluntary action groups, and so on, people are separated and isolated, and lack the day-to-day support they need. We know that the State and corporate response is on business continuity, business resilience, maintaining some form of capital circulation through monetary intervention, so that productive capacity can be shored-up in the medium term. We know that care has been marginalised because we see how the State fails care-workers and health-workers. We know that those who are regarded as economically unproductive, with apparently lesser human capital (in terms of productive skills, knowledge and capabilities) or social capital (in terms of access to networks), and who are marginalised by dint of race, gender, disability, sexuality, will be further disciplined or ignored.

TWO. A struggle for hope.

With less access to private property, money and social resources, the idea that these individuals or groups can become more resilient through mindfulness or our sharing of well-being or mental health resources, ignores the question: resilient for what and for whom? Whose narrative is being centred? Whose narrative is being heard? These questions feel important because my experience of long-term therapy is that a more positive mental attitude can only emerge from a long period of denial, anger, sadness/depression/melancholia, grief or mourning, and acceptance, in a process that can take years. And as a white man working in academia, I did not have to struggle with everyday micro aggressions or forms of battle fatigue/PTSD on top of my past and present experiences.

So, when I think about sharing the wealth, I think about my own experience as someone who needed intensive therapy (sometimes multiple times a week), with a consistent (flawed) human being, over a decade. It is my own experience of unpacking those layers of self, self in an unjust-capitalist-world, self in a world with an enclosed future, and self-in-struggle. What I write below is not designed to make the situation seem hopeless for those experiencing or living with distress under Covid-19, or those attempting to help. We have to struggle for hope in a world that has been made hopeless. Rather, it is my own stock-check of what I have taken from my own experiences, in no particular order. I have carried these into the world as-is. I completely recognise that for many of us the future is not what it used to be, and that for many others the future was an impossibility.

Billboard near Oxford Road, Manchester. Says it all, really.

THREE. Some things that emerged along the way

  1. Therapy is the most painful and exhausting thing I have ever done Rethinking my life exhausts me and gives me hope. In this corona-crisis I remember that exhaustion and pain. I know that we have been here before. If I could survive my life to this point, I can survive the Corona-crisis.
  2. Therapy demands courage and persistence. I went through a long and tortuous process of giving up and re-finding the hope that I would recover myself. At times, all I had was the courage to persist and to believe that it might be different. It feels no different now as I continue to redraft how I remember the past and how I imagine the future.
  3. I am amazed at what I continue to learn about myself, as I reflect. In this corona-crisis I am learning anew about my body, my mind, my relationships and networks, my community, and the world as it turns. I continue to learn about how to be at home with myself. I continue to think about intimacy and solitude, as opposed to despair and loneliness. It took a decade to get to this, and there is no algorithm for it, just a persistent self-awareness.
  4. Therapy enabled me to remember to internalise how caring my therapist is, and thereby to try to care for myself. The therapeutic relationship helped me to reveal the various sides of my self as they moved through space and time, and to change my life. I learned to self-soothe and to contain how I felt, rather than allowing it to overflow and overwhelm me. Sometimes I find this reality overwhelming, but it has enabled me to centre self-care as much as I can, because if I am not going to care for me in this moment, then I cannot care about others. Self-care includes understanding how and why I have a tendency to self-harm, including obsessing and overworking. I am always trying to remember that I am responsible for how I feel in every moment of my life, and to contain that feeling.
  5. The revelation of my life makes me weep. In each of these life experiences, I remember myself, and call myself out, and call how I feel to my attention, and I respect my humanity, so that I can respect the humanity of others. The corona-crisis is an opportunity for revelation about myself, my relationships, and how I see the world and then struggle for another. I know that I am privileged in this, and I attempt to share my wealth by helping others to hold themselves and their feelings. This is the site of my struggle for another world – to communalise my experience in therapy through my relationships as a long-term process.
  6. Sometimes you meet the most amazing people who hold you whilst you rage; and whilst you weep; and whilst you disintegrate. Because therapy is about disintegration and reintegration. And in processing the fear and rage and grief and disintegration, the reintegration has no blueprint. Some stuff will be reintegrated and some will be discarded or stored. This moment is no different to that of a year ago, notwithstanding I cannot hug my friends or see my Nan or go to a football match. This is still life, and recognising and valuing who is in my heart, or over a wall, or at the end of the phone, or in the pub or coffee shop in nine months time, is important. This helps me to do the work of sharing my wealth by holding others, metaphorically and emotionally and dialectically.
  7. Feeling is everything. Acknowledging feeling is everything. Reducing the cognitive content, and respecting how I feel is everything. It took a long time for me to go with the feeling, and to sit with the feeling, and to trace its contours and its lineages. Sometimes staying with the feeling is fucking impossible, because it hurts too much. My Mom’s death taught me this in spades. For too long in my life, the fear, anxiety, grief, anger were displaced. In spite of this, I make sure that I acknowledge and respect and listen to how I feel. Those around me have to get used to my occasionally drawing their attention to their feelings.
  8. Even though I had to manage my way through various crises in therapy, I always needed to recover my six year-old self. My six year old self kept me safe for a long time. Therapy was about honouring him. I remember him throughout this Corona-crisis. He is my guiding light.
  9. Therapy reminded me that I love being hugged, and to hug. I know that this will be possible once more, and that I must persevere – to persevere is everything.
  10. Therapy reminded me that I needed constant reassurance. I have to give myself reassurance, although perhaps not quite so much these days, because I accept that the future was never some fixed utopia. And I accept now that I am (good) enough.
  11. Therapy taught me about loss, and had a pedagogy focused upon recovery from loss by making sense of it, so that I can live. I am so glad that I was in therapy with this therapist during my Mom’s illness and passing. I take those practices into this Corona-crisis, and as a result I remember not to frame everything around loss. There is so much more to life than loss.
  12. Therapy taught me not to abandon myself. I deserved to be the world after therapy. It is important not to abandon myself, my values and my struggles in this Corona-crisis. In particular, it is important not to abandon myself because I feel forgotten. I try to let others know that they are not forgotten and that they are in my heart.
  13. Therapy is a process and it is not linear. Life is not linear. I did not know this in my heart until I was in very deeply. Now I see my life as a process, unfolding in countless, indeterminate and determinate ways, through myself, my loved ones, my communities and this world. What matters is the concrete: the lived reality of place and people. The Corona-crisis is part of that unfolding, and we must struggle for what makes sense to us, rather than the abstract ways in which people and institutions (including families) exercise power. This means a rejection of certainty, a weighing up of options, and an ability to live with the consequences of my own decisions (be they going to a pharmacist for a friend or not seeing my Nan or approaching my work in a different manner). Moreover, as my life unfolds in a non-linear way and is a process, I work to trust that good enough is good enough.
  14. Because this is an ongoing process of life, acknowledging a shifting feeling is everything. It is okay for me to be anxious or depressed, although I have worked through much of that now. Moreover, it is okay to remember where this anxiety or depression might take me, and it is okay for me to feel my way out of those feelings, rather than being anchored in melancholia. I try to do this by remembering and knowing myself. This is why the reductionism of a positive mental attitude or mindfulness is a struggle for me. I always struggled with the idea that behavioural practices could work on their own. Therapy taught me that my most important doing was related to knowing, remembering, honouring and respecting my being as I tell it out. The process of my life is doing, knowing and being as a movement.
  15. Therapy taught me that sometimes all I can do is hold on for tomorrow, even when sometimes existing from minute-to-minute feels fucking impossible. Persevere.
  16. Therapy taught me about my networks and relationships, that it is okay to give some up when they are not nurturing and are one-sided, and do not give to us. However, it also taught me to keep doors open wherever possible, and to accept the shades of grey, the give-and-take, the imbalance at times. It taught me about my friendships, and who I need to be there at 3am. This is no different now.
  17. Therapy is about love. In these times it is important to remember love, and even in our anger at the situation and the injustices and the exclusions and the marginalisations and the pain, to situate our response around our love for ourselves and the world we wish to create. There is no possibility without love.

THREE. Reconciliation.

Remembering these things, and in particular centring myself and the love I have felt in my life feels crucial in making decisions. These include the decision not to visit my Nan again. She is 60 miles away and extremely vulnerable. She brought me up for a while and is the light of my life. I have had 18 extra months with her since her fall and as her dementia worsens, and I see this extra time as a blessing. I mourn not being able to visit her, but I have been grieving her for a while. In missing her, I celebrate our relationship anew.

Likewise, my Dad and my Father-in-Law who are also extremely vulnerable. They are also too far away and need to self-isolate. They also need networks around them, which is an impossibility in the world we have made. This world we have made and the ways in which it exacerbates vulnerability are part of the reason I am so angry about this Government’s response to the Corona-crisis, and in recognising how our leaders condemn our families through their actions and omissions and carelessness, I remember what we must struggle for.

This also gives me the courage to refuse the implication to be productive. To learn new skills that will make us better human beings. Instead, being in long-term therapy whilst holding down my job and doing some voluntary work, taught me to find ways to prioritise mourning or grieving. I recognise my privilege in this, and that others will be drawn towards anxiety. I use my time in therapy to draw attention to this: How can there be business-as-usual? As my self comes under strain, and the virus infects and inflects my relationships, I am constantly reminded that the strains are secondary to my work, and they are potentially additive to my concerns over our ecosystem. Therapy taught me to have the courage to weep and shake my head, and to have faith in the validity of that response.

I know that there is much grief coming. Yet, I also know that this carries a significant potential energy. This energy will be driven by how I feel, but it will also be centred around relationships that I have kept open, when they might have been closed down. This energy is not simply negative and in relation to loss. It also means maintaining the potential for love beyond loss and grief and apparently hopeless positions. It means weeping and shaking my head as acts of solidarity.

The Reconciliation Statue at Coventry Cathedral. This is all there is.

FIVE. From each, to each.

It is through the courage of my six year old in staying in the game that I can validate my faith in myself, and move towards some form of justice in this world. Through therapy, justice was centred around being heard and validated; upon reconciliation rather than reparation. In each of the crises in my life, there has been no chance of hope or opportunity for peace, because there has been no justice and no reconciliation with the past or present. As a result, I can accept that the future is not what it used to be. The world-as-is, is not the world we thought it would be. Maybe it is not the world we wanted or hoped. My struggle will be for the hope that this world becomes more possible for more people, rather than more austere and impossible for most. However, I am reconciled to the improbability of this possibility.

One of the outcomes of therapy was an understanding of how far I had come, not only in the present and how I live my life, but also in reconciling myself with my past. Moreover, this is a constant reminder to think through what power I do have, and how to use it for self-care as a process of collective care. Having had two breakdowns and long periods of chronic fatigue, in which my body forced my mind to stop making me run and run, I realised that I had to acknowledge what power is available to me. I only give up this limited power when I think I don’t have any at all, and in this moment my doubts swamp my belief. I had to learn to forgive myself a few things.

And so, what might be termed a positive mental attitude took a decade to coalesce or to take a form through which I could leave an intensive and intimate therapeutic relationship. In this coalescing or reforming, I took the energy of the therapeutic relationship as a mode of hope in my own life. Yet I recognise in this my own privilege in being able to pay for this work and the expertise that enabled it. It was an expensive, painful and exhausting decade that enabled me to feel and then to realise that whilst I had never been scared to die, I was no longer scared to live.

I am not sure how sharing the wealth helps with this for those who are isolated, made marginal, suffering structural oppression or exploitation, or in abusive relationships. Perhaps it is all we have in these days of social isolation, when we cannot hold each other physically close and we have limited mental stimulation. We know that the uncertainty is incredibly stressful, and that the psychology of isolation is damaging to our physiology as well as our psychology. Finding any port in a storm demands new connections, possibilities and hopes, and some form of mental and physical activity. Finding any mechanisms for controlling our existence, like establishing a routine, however limited in nature, is crucial. And here I am privileged again because I have a yard in which to sit, a partner, a mutual aid group, a roller for my bike, some t’ai chi I can do, I have books and writing, and 10 years of therapy in the bank. I have resources, activities and some control.

Maybe mindfulness or CBT techniques are better than nothing; that said, over time our collective and individual PTSD will require much more. When we have moved to our new position, we also need to recognise how our way of building the world and our social metabolism with the world has left us so mentally and physically vulnerable. This capitalist society has left shockingly paid people to keep the wheels turning, and to cope with deaths in hospitals and care homes. It has left people with limited resources to have to make decisions that put themselves and others at risk. It has left us divorced and separated from each other and the world, in a dystopian solitary confinement. It has left us so depleted that we are sharing CBT tricks on Twitter and building from the bottom as a just-in-time form of social solidarity. This demands our recognition now so that after-the-fact we can struggle for an intercommunal, intersectional and intergenerational alternative, centred around our humanity and celebrations of our differences. Because the virus has amplified the horrendous, alienating reality of capitalist social relations, and we deserve to live rather than to scrabble for survival.

It is the power of long-term, collective commitments that offers a new hope and a new shared wealth based on unequal individual and collective lives. In this way, I see my therapeutic experience as part of a wider ecosystem that I hold and to which I contribute, and that is shifting and moving. In this way, my thinking about mental health, ill being and moving beyond, replicates some kind of facilitated, mutual aid, in which survivors, self-help groups, voluntary organisations, friendships and professionals develop some alternative practices for-life that can be open to all. From each according to their ability. To each according to their needs.

Hold on to the love that you know//You don’t have to give up to let go

Deadmau5 feat. Cascade, I remember.

Banner, Finsbury Square, Occupy LSX.


Notes on pandemic and the proletarianisation of academic labour


Posted by hallymk1

NB. this is not a blog-post. It is an essay. It is too long, so probably best not reading it. Do something else, less boring instead.

There is a PDF version here.

ONE. The political economy of transition and separation

We know that higher education institutions are relying upon staff to own the risk of transitioning their working lives online and to refocus upon remote working. We know that this transition is overlain on top of extreme uncertainty about families and friends, potentially alongside fears or anxieties about their own well-being. This transition is structured around separation from loved ones, from peers and collaborators, from students, and from union representatives. This separation and estrangement, as our self-managed reaction to the virus that has infected our society, has revealed the weaknesses of our existence inside our political economy.

This political economy wants us individuated, atomised, separated out, and estranged from each other, in order to prevent collective organising and the sharing of experiences. Through such isolation, the managers of Capital can constantly reframe the relations of production that bind us to the machine, and use new forces or technologies of production, or new organising principles for productive activity, to discipline our work and drive efficiencies or overwork. For Capital this is a question of life and death, because without access to and control over our living labour, it is nothing. Yet it demands that we are made more efficient, or that we bring more infrastructure or resources into productive activity, and that we empty-out our time of our existing activities through acceleration or speed-up. In this way, we are called to expand our available time into new recruitment markets, accelerated programmes, public engagement or impact activities, or the need to subsume our lives under work because workload allocations are bullshit and how else will we do research?

Thus, we face the intensification of work, or our redundancy from it, because of Capital’s contradictory bipolarity that demands that it annihilate labour time on the one-hand, whilst at the same time it measures its wealth in relation to that labour time. The exhaustion of this constant movement of contradiction is borne by those condemned to labour.

Capital itself is the moving contradiction, [in] that it presses to reduce labour time to a minimum, while it posits labour time, on the other side, as sole measure and source of wealth. Hence it diminishes labour time in the necessary form so as to increase it in the superfluous form; hence posits the superfluous in growing measure as a condition – question of life or death – for the necessary. On the one side, then, it calls to life all the powers of science and of nature, as of social combination and of social intercourse, in order to make the creation of wealth independent (relatively) of the labour time employed on it. On the other side, it wants to use labour time as the measuring rod for the giant social forces thereby created, and to confine them within the limits required to maintain the already created value as value.

Marx, K. (1857/1993). Grundrisse: foundations of the critique of political economy.

Institutions act as containers or nodes for the development of the general intellect, or those co-operative powers of science and nature, which are taken from individual academics through commercialisation or intellectual property or publishing agreements. They do so in association with educational technology firms, venture capital, private equity, corporate partners who have commissioned spoke programs, credit ratings agencies, publishers and philanthro-capitalists. They do so whilst regulated by governmental bodies focused upon competition and value-for-money, and this reproduces an HE system in which individuals, disciplines and institutions are individuated, atomised, separated out, and estranged from each other. The lack of symbiosis and mutualism places additional stress upon a system threatened by the interrelationship between medical and financial pandemics.

This led Bryan Alexander to write about COVID-19 versus higher ed: the downhill slide becomes an avalanche. Arguing that the pandemic accelerates privatisation, financialisation and cuts to public funding for education as a key service, Alexander writes of potential crises for institutional funding in relation to: the reprioritisation of limited local and national funding for community projects, social care, welfare and healthcare, rather than education; the potential for defunding allegedly unproductive strands of the HE sector (and in the UK pre-Covid-19, we know that there have already been restructuring proposals focused upon career-focused degrees, a Treasury focus upon productivity and human capital, and the use of longitudinal educational outcomes data to question the value of the Arts); a risk to endowments and advancement projects; new forms of philanthro-capitalism, which aim at forms of structural adjustment; the rejection of higher education as an investment opportunity for families, leading to a decline in enrolment, including from international students; and the need to refund existing students.

The pandemic exacerbates the ongoing secular crisis of capitalism, through which: stable forms of accumulation cannot be found; austerity is normalised at the level of society; there is a lack of profitability and productive investment, and a concomitant obsession with productivity; a focus upon economic populism in the face of declining output; quantitative easing replenishes the balance sheets of banks and finance capital rather than of citizens to enable compensatory consumption; and on and on. This infects the University as it is subsumed under the law of value, which demands that its activities are recalibrated through performance management, commodification, marketisation and competition written into law and underpinned by regulation. Thus, inside our institutions there is a constant clamour for surplus labour, time, value and wealth materialised as money in this persistent secular crisis of the University.

TWO. Frozen surplus populations

Capital’s question of life and death bleeds into the corporeality of the institution, in which there is a constant clamour for the proletarianisation of labour-power, through an attrition on labour rights, work intensification, unbundling and deskilling, and the generation of surplus populations. This latter issue is picked-up by Colleen Flaherty in discussing frozen searches in the USA in response to coronavirus. She notes that this includes delayed start times for some new roles, and she quotes the University of Minnesota, HR department:

to allow time to plan a productive onboarding and orientation processes, and to make needed adjustments to responsibilities to ensure new employee productivity and likelihood for success.

For Flaherty, these are signals of the risk of systemic collapse. However, we might question whether instead we will witness the collapse of unproductive capitals or businesses, in the shape of weaker universities. Those universities will lack the financial, intellectual or social capital, because they are overleveraged against particular income streams or levels of debt. Ensuring productivity and centring valuable, or commodity-based, human capital is the key, as adjustments are made by institutions, including freezing or furloughing, to mitigate against the risk of institutional collapse.

The mechanics of this are important because HE is riven by interlocking dynamics that reinforce separation and estrangement, and through which the medical crisis of the pandemic infects both the social by enforcing distancing, and the political economic by enabling a recalibration of the market for students, competition between individual academics, subjects and institutions, and the broader market for valuable and productive human capital. These interlocking dynamics feed off the quantification of academic value through the time spent on curriculum delivery or assessment, or the production of knowledge transfer and exchange, or the commercialisation of research, or the excellence of teaching or research. The quantification of academic value enables further separation between individuals, disciplines and institutions, such that the health of the sector is secondary to the health of individual institutions (NB this mirrors the political economy of association football, which is separated from its historical communities and overleveraged against debt and specific broadcast media revenue streams).

As a result, the sector is increasingly unwilling to support the staff who are a cost to it, rather than the students who are a source of revenue for it and the infrastructure around which it bases its activity. It increasingly demands unreasonable amounts of time from people who are scared, ill, overwork, precarious, caring, committed and professional, because it can impose discourses of efficiency, entrepreneurship excellence, impact and satisfaction, conditioned by the threat of precarity. Moreover, it does so in the knowledge that there is a vast, surplus population of available labour in the form of postgraduates who teach, graduate teaching assistants, unemployed PhD graduates, existing casualised staff, upon whom it can draw.

This threatens further casualisation of the academic labouring population, and enables it to extract surpluses by driving down its costs and weakening its labour rights. In response to these dynamics, Karen Kelsky has generated a crowdsourced list of institutions freezing the hiring of staff, including tenure-track jobs where ‘verbal offers that had progressed to negotiation have been revoked.’ In relatively uncertain times, or where working practices have to be re-engineered, it is easier to rely upon casualised or precarious labour that can compete for potential tenure opportunities at a later date.

THREE. Against leadership around casualisation

I wrote about this, arguing they all must go. But you will need another pot of tea for that one.

Of course, the Covid-19 pandemic has a differential impact, in terms of security for the most precarious, and the impact on labour rights through increased workload, bureaucracy and technological discipline. On 2 March, just prior to the UK coronavirus lockdown (such as it is) in the UK, an Open Letter to Students from Casualised Academics at UAL was published, with a particular focus upon the UCU strike #fourfights against: pay devaluation; pay inequality, based on gender and race; excessive workloads; and casualisation. The open letter points out how at the University of the Arts London, there is a population of 2,500 hourly-paid Associate Lecturers and Visiting Practitioners, responsible for the majority of frontline teaching.

The letter argues that for some this means precarious, fixed-term work with no prospect for promotion, tenure or funding for research, limited professional development opportunities, and the risk of receiving reduced hours over time. This also includes a lack of autonomy over workload, and a separation from departmental decision-making and peers. Such uncertainty and anxiety are amplified by the amount of unpaid work that is required to fulfil work commitments, alongside struggles to pay rent and bills, and put food on the table, let alone focus upon pension payments or savings. The knock-on is an explosion of ill-being for second-class academic citizens, who tend not to be white and male.

As the UAL casualised academics note: ‘the casualised, underpaid and insecure workforce who keep the university going on a day-to-day basis.’ Of course, this is not simply restricted to academic colleagues. We also witness ongoing protests about outsourcing of estates, cleaning and security staff in a range of institutions, alongside a range of struggles for pension rights, holiday and sick pay, and maternity/paternity rights. The composition of struggle and protest across the sector demonstrates how HE relies upon separated, estranged, proletarianised labour across academic and professional services staff. Moreover, the treatment of students-as-consumers or purchasers, and their weaponisation by management against academics, reinforces the separation and fragmentation of those who labour inside the University. Thus, far from the pandemic catalysing crisis, it simply illuminates the ongoing secular crisis of the University, and reveals the inner political economy of the institutional and sector-wide assault on labour-power.

Here, we are drawn to the leaked UK Russell Group minutes of March 2020 about the need to show leadership around casualisation, in particular to stop critics (democratically-mandated trade unions) shaping the agenda. These minutes include (3.2) the following drivers of casualisation: economies of scale in the curriculum; the split between teaching and research; research funding; and uncertain financial planning. It is noticeable that the minutes highlight the failure of teaching practices to evolve as a cause of increased pressure on staff, which then causes a run towards to fixed-term, teaching-only roles. This can be read as victim-blaming, with the argument not around over-recruitment or work-intensification, rather around ineffective or inefficient assessment regimes. Research Council demands around funding are blamed for proliferation of fixed-term research contracts. In terms of financial planning, the minutes move beyond coronavirus and Brexit to the flawed assertions around USS pension contributions and UCU disputes.

Here, institutions are simply dealing with the manifestations of inefficient processes imposed from outside or erupting from within. This leads towards the view from this privileged fraction of the sector that (5.1) the group must ‘ensure that our working practices and employment models are fit for purpose, recognising the diverse needs of staff, students and institutions themselves.’ Of course, those diverse needs are not equal and do not carry equal weight, and in this context, working practices and employment models have to be fit for the purpose of value-for-money, as stipulated by the Office for Students. Whilst the appendix to the minutes highlights how in 2017/18 the group had 11,435 zero hours contracts and 8,620 hourly paid staff, there was also an increase since 2012/13 in fixed term, part-time contracts. These numbers represent a lot of lives spent struggling for security. Elsewhere, it has been argued that institutions through UCEA have attempted to exclude fixed-term staff in turnover figures, in order to show the stability of the sector.

As noted by casualised academics at UAL, it appears that the sector relies upon a disposable workforce that its bosses wish to hide, and this includes those on student experience or short-term graduate roles. This brutal precarity has been signalled over and over as a symptom of the secular crisis as it infects the University, and that has been accelerated in the current Covid-19 pandemic. This has led to a campaign around #CoronaContract, with casualised staff demanding universities guarantee two years’ work. In this campaign, casualised staff argue that they are a way for universities to distance themselves from taking responsibility for the academic labour that enables them to function. They argue that this is devastating at the time when those staff cannot seek out new contracts elsewhere because they are in lockdown. They argue that this has ‘devastating consequences’, including amplifying the already ‘unsustainable requirements for survival in this sector’.

FOUR. Never waste a crisis

in this, we might argue for solidarity across academic labour, between casualised, tenured and senior academics. However, an analysis of the class composition academic labour demonstrates how privilege and status, alongside normalised performance imperatives, infect the possibility for solidarity. During the #fourfights action I was especially critical of professors, who are responsible for maintaining the motive, anxious and competitive energy of the academic peloton.

In the context of a lack of solidarity, Capital has the ability to weaken academic labour further. The inestimable Audrey Watters has noted how those who wish to disrupt or transform higher education, including venture capitalists, silicon valley entrepreneurs, policymakers, and institutional senior managers will always seek to make capital from a crisis.

Here, the focus upon the lesser-value of watching college lectures online maps across to the lack of discussion around the use of educational technology and its implications for labour relations and working practices. Capital uses technology to strip labour of its intellectual content, and to commodify the general intellect of society, or to claim it as its own inside new forces of production. This tends to reduce the value of labour. Yet there has been next to no discussion of guiding principles around the accelerated move to online teaching, assessment and student support, in terms of no detriment to staff (as opposed to students in relation to assessment) and best endeavours by staff in working under conditions of extreme stress. Equally, there has been next to no discussion framed by care and compassion towards staff as they seek to transform their own practice and pedagogy in short-order.

Thus, staff are at risk of further proletarianisation of their working conditions, and a rise in the organic composition of their work (the relationship of their labour-power to new and intensified forms of technology, flows of data, algorithmic management, digital and physical infrastructure). Already, we hear stories of excessive workloads, overwork and a lack of self-care, as academics ensure that they can meet institutional demands for business continuity or business-as-usual. Some of this anxiety is grounded in uncertainty over the future, and the need to conform to potentially punitive, institutional policy frameworks, which place risks at the feet of the individual rather than the institution.

This amplifies already existing concerns over workload intensification for HE labourers. Moreover, it amplifies already existing concerns over workplace monitoring and management that have been flagged in terms of facial recognition and the end of privacy, sentiment analysis on campus, and the use of phone tracking on campus. Now we have institutional responses that couple in engagement with ‘new pandemic edtech power networks’, which state that technologies are palliative rather than for critical care, alongside the acceleration of cost-cutting across institutions in relation to precarious staff.

For Marx, analyses of crisis are complex and highlight interrelationships between consumption, production and profitability. Issues to do with profitability, labour’s share of social wealth, the anarchy of competition, and disconnections between the forces and relations of production mean that ‘[t]heories of pure disproportion are as wrong as those of pure under consumption’ (Grundrisse, 1993, p. 751). Contradictions immanent to capitalist growth emerge from the demand for ‘a rising rate of profit and an expanding market’, which cannot be sustained because ‘revolutions in technology and organisational development’ both increase average labour productivity and subsequently reduce the amount of labour embedded in each commodity (ibid.). As a result, periodic crises of value are reflected in ‘[a]ccelerated capital accumulation’, ‘an increase in organic composition’ of capital, ‘a decline in the rate of profit’, and weak investment (ibid.). It is no wonder that families might question the value of a degree predicated upon watching lectures online. It is no wonder that institutions feel this work can be done at a lower cost.

In this, performance measurement and management bring the relationships that emerge in the classroom into stark relation to the market. The key moment in this process is the need to generate surplus value, through exchange and enterprise. HE policy points towards the importance of improving the quality of marketable data, in order to enable employers, institutions and credit agencies to make more informed judgements about individuals through risk-based analyses of past, present and potential performance. What happens inside the classroom, or the bedroom, the kitchen table, the space under the stairs, or wherever you are forced to work from home, becomes a primary, societal concern that is dominated by exchange rather than social use, and governed by quality regimes rooted in the management of risk.

Need to care for your children? You also need to demonstrate the value of your human capital. It is probably best if you do not have caring responsibilities, or if you cannot offload those somewhere else. And definitely try not to get ill. In this way, the medical pandemic catalyses the crisis of capital, which acts as a predatory mechanism for renewing regimes of value accumulation. Unproductive capitals, including unproductive human capital, can be eviscerated or decomposed, and their component commodities, or the surplus that their decomposition releases, can be recombined or accumulated in new forms, technologies or modes of organisational development. Equally, they can simply be deployed by cheaper capitals, including those whose human capital is cheaper.

Never waste a crisis.

FIVE. The pandemic, overwork and being rendered surplus

It was ever thus.

In his mid-40s, John had worked as a casual university tutor since finishing his PhD in philosophy 15 years ago. Passed over a few times for tenured jobs, he was a long-term member of the academic reserve army, the members of which perform around half of the undergraduate teaching in Australia’s universities.

But this semester no offer of work came through from any of the universities he had worked for over the years. Without income to pay the rent, and deprived of institutional anchorage for his vocation, we can see now that his predicament was dire.

As a casual you inhabit the zombie zone beyond the ivory towers – never fully asleep, nor awake – a temporary colleague at best.

Morgan, G. (2016). Dangers lurk in the march towards a post-modern career. The Sydney Morning Herald.

I am of the opinion that you are struggling to fulfil the metrics of a Professorial post at Imperial College which include maintaining established funding in a programme of research with an attributable share of research spend of £200k p.a and must now start to give serious consideration as to whether you are performing at the expected level of a Professor at Imperial College.

Over the course of the next 12 months I expect you to apply and be awarded a programme grant as lead PI. This is the objective that you will need to achieve in order for your performance to be considered at an acceptable standard

Please be aware that this constitutes the start of informal action in relation to your performance, however should you fail to meet the objective outlined, I will need to consider your performance in accordance with the formal College procedure for managing issues of poor performance.

Email sent by Martin Wilkins to Stefan Grimm, 10 March 2014.

One of my colleagues here at the College whom I told my story looked at me, there was a silence, and then said: “Yes, they treat us like sh*t”.

Email from Stefan Grimm to various associates, 21 October 2014.

 

We ought to be acting on it. We ought not to be leaving staff thinking they are alone in being unable to manage their workload and that there’s some particular weakness on their behalf that they can’t do it. Because in the end that is what you are left feeling.

Professor Victoria Wass, commenting in 2019 after the inquest into the suicide of Dr Malcolm Anderson at Cardiff University Business School.

It was ever thus.

A while back I wrote about academic overwork, in relation to the desperate, competitive fight for surplus value (monetised, financialised, marketised) across the HE sector of the global economy. I wrote about how overwork is revealed through academic quitlit, in narratives about bullying, in discussions of mental health and academia, and, shockingly, through reports of suicides. These narratives and histories enable academics and students to be classified as precarious or without status, or lacking human (cognitive) capital, or even lacking emotional resilience. In this focus on academic overwork there is an intersection between academic ego-identity, control of the human capital that is the life-blood of the reproduction of the University as a competing business, and the internalisation of performance management/anxiety.

I note that what emerges, through the social relations of higher education “is an academic arms-race that we cannot win.” This drives competition between academics, between academics and professional services staff, between academics and students, between subject teams across universities, between higher education institutions, and so on. Competition for students, over scholarly publications, and most importantly, over time, means that we have no control over the surplus time that the University demands from us, and that the university seeks to manage though workload planning, absence management, performance management, teaching/research excellence.

Don’t be a carer. Don’t be ill. Don’t render yourself surplus. Do overwork.

Universities require an abundant supply of flexible and appropriately-skilled labour-power as a means of production, in order to address fluctuating demand in the delivery of teaching, scholarship, research and knowledge transfer. The key to increasing the rate of valorisation of capital is the ability to generate surplus value, in its absolute or relative forms, and employing labour-power as cheaply as possible is crucial. This then requires a level of overpopulation or a reserve army of labour that can be used to drive down costs (including wages, staff development costs, pensions and so on).

There are a series of processes that can drive costs down further, and maintain competitive edge in a global market. Universities might become more capital-intensive, by investing in technology and organisational development (restructuring, new workload models and so on). This increases the organic composition of capital, by increasing the ratio of constant capital to variable capital that is deployed. Clearly, this leads to problems in the production and accumulation of surplus value, which can only be generated through the exploitation of people as workers. As more constant capital or means of production (e.g. in terms of technology) are set in motion by an individual labourer, there is a pressure to economise on labour-power (as a commodity) or to discover new markets.

If the higher education sector were to maintain employment as a constant, universities would need to expand (to generate a larger capital to support employment) or a higher rate of accumulation (of surpluses) would be required. Yet as more rapid accumulation has concomitant increase in the organic composition of capital, this produces a “relatively redundant working population” which is underemployed or becomes unemployed. As a result, there is an increasing set of pressures on labourers to remain employable in businesses and sectors that are increasing their organic composition, and this is manifest in the need to demonstrate perpetual entrepreneurialism.

In Capital, Marx articulates the formation of the reserve army of labour as a necessary component of the relationship between the forces and relations of production.

in all spheres, the increase of the variable part of capital, and therefore of the number of labourers employed by it, is always connected with violent fluctuations and transitory production of surplus population, whether this takes the more striking form of the repulsion of labourers already employed, or the less evident but not less real form of the more difficult absorption of the additional labouring population through the usual channels.

Marx, K. (1867). Capital: A Critique of Political Economy, Volume 1.

As Marx notes, economising and developing the forces of production interrelates with the relations of production, which for many academics and students becomes increasingly precarious, bureaucratised and digitally-enabled. As a result, in spite of the best endeavours of academic staff under the pandemic, there is a flow between:

  • the need for universities to compete and to remain productive through technological and organisational innovation;
  • the ability of universities to drive down the labour-time for assessing/teaching/publishing compared to competitor institutions, so that it can maintain competitive advantage;
  • the concomitant rise in casualised or precarious employment, because by driving down labour costs university senior managers buy a greater mass of labour power or ‘progressively replaces skilled labourers by less skilled, [and] mature labour power by immature’;
  • changes in the technical conditions of the process of academic production (through digital innovation, new workload agreements, and so on), which enable new accumulations of surplus academic products to become additional means of production. This drives new markets, or internationalisation or digital learning strategies, and offers the possibility of throwing academic labourers from one sphere of production (the university) into new ones (private HE providers or alternative service providers);
  • the ability to sustain surpluses, as concentrations of accumulated wealth, in part by forcing academic labour to set in motion more means of production, in order to reduce the relative size of its labour costs, and even worse to become self-exploiting entrepreneurs;
  • the ‘accelerated accumulation of total capital’ required to absorb new (early career) academic labourers or even those already employed, through the constant revolutionising of the means of production and the search for new markets for expanded cycles of accumulation; and
  • the drive to centralise and monopolise the production, circulation and accumulation of academic value (through league tables, enabling market exit, and so on), which changes the composition of capital by increasing the constant, technical parts (the estate) and reducing the variable costs of labour).

It is in Marx’s analysis of the composition of the relative surplus population that we see the impact on academic labour through three forms of the relative surplus population. First, the floating or those who are precariously employed, and whose employment is affected by cyclical fluctuations in recruitment or funding, or by the deployment of innovations, or the employment of cheaper (younger) workers. Second, the latent form refers to those whose work is easily transferred across sectors, such as those with menial or leverage skills. Third, the stagnant form consists of very irregular employment on very bad terms. Crucially for Marx is the idea that these three elements of the reserve army of labour, alongside paupers and the lumpenproletariat, in their relationship to the working class, then offer a theory of the internal differentiation of the working class.

One might see this in the status distinctions between tenured, non-tenured, contract and sessional teaching staff, or between institutional bureaucracies, academics and professional service staff, or between full-professors, associate professors, lecturing staff, research fellows and research assistants, and so on. However, one might also use these categories to analyse academic and student overwork in response to: first, the threat of more efficient labour that can attract research or teaching excellence funding; second, the threat of cheaper labour, be it international or domestic and precarious; and third, senior managers’ demands that they become perpetually efficient and entrepreneurial. Here the content of academic labour, the teaching, preparation, assessing, feedback, knowledge transfer, curriculum design, scholarship, and so on, is reinvented entrepreneurially. New forms of the academic division of labour are internalised, and where the academic is unable structurally or personally to deliver superhuman capabilities, their labour risks becoming simplified, worthless or made superfluous. Or their inability to mourn their lost academic egos becomes rooted in melancholia.

The attempt to become superhuman, in generating and offering-up surplus labour time, generates overwork just as it responds to and reinforces the surplus, reserve army of academics. In this process overwork or surplus labour, and the generation of a reserve army, enable universities to generate new models for performance and competition, and for engaging in financialised growth and market-based exploitation.

[T]hey mutilate the labourer into a fragment of a [human], degrade [them] to the level of an appendage of a machine, destroy every remnant of charm in [their] work and turn it into a hated toil; they estrange from [them] the intellectual potentialities of the labour process in the same proportion as science is incorporated in it as an independent power; they distort the conditions under which [they] works, subject [them] during the labour process to a despotism the more hateful for its meanness; they transform [] life-time into working-time, and drag [dependents] beneath the wheels of the Juggernaut of capital. But all methods for the production of surplus-value are at the same time methods of accumulation; and every extension of accumulation becomes again a means for the development of those methods. It follows therefore that in proportion as capital accumulates, the lot of the labourer, be [their] payment high or low, must grow worse.

Marx, K. (1867). Capital: A Critique of Political Economy, Volume 1.

As Simon Clarke has noted, in order to compete and to stave off any crisis of accumulation, institutions tend towards technological or organisational innovations by:

  • increasing the intensity of exploitation;
  • reducing wages below the value of labour-power;
  • cheapening the elements of constant capital (raw materials including those that are intellectual in nature and machines);
  • stimulating relative over-population, such as the generation of a body of cheap workers (like graduate teaching assistants and post-graduates who teach); and
  • stimulating internationalisation strategies, in order to enable exports and new markets for accumulation, as well as cheapening the elements of constant and variable capital.

What emerges in any discussion of the political economy of academic labour is that competition, as a function of the need to become productive of value and to accumulate surplus value or surpluses, worsens the position of the worker be she academic or student.

SIX. The pandemic and academic asphyxiation

Our labour acts as an expanding circuit of alienation. It is a withering form of living death rooted in personal losses that expels caring responsibilities or the concerns of the precarious from its own orbit, forcing those who labour inside the University to internalise the costs of caring or precarity. The truth is that academia is not privileged and that it is not a labour of love and that in the process of fetishising it we diminish ourselves. This idea that academics fetishise and universalise their own labour as an objective, public good does nothing but cripple any hopes of self/social-care or renewal.

Academics have been nudged towards accepting these forms of crippling enslavement by focusing upon the alleged privilege of working in education, and the self-sacrifice of public service. This has been a way in which capital has been able to compel overwork and exhaustion across a social terrain… Estrangement from the self emerges from the loss of subjectivity and sensuous, creative practice, inside relations of production with increased technical composition.

Hall, R. (2018). The Alienated Academic: The Struggle for Autonomy Inside the University. London: Palgrave Macmillan, p. 169.

As a growing surplus population drags the experience of exploitation and immiseration from the margins of academic society into its core, through performance management and precarious employment, there is potential for indignation and degradation to be generalised. At issue is how to place transformation of the mode of production at the heart of the matter, rather than amplifying hopelessness. As practices from the racialised, gendered, disabled, homosexual and queer margins of the global North and the global South move back to the centre of production, engagement in survival programmes as a precursor to dismantling the mode of production, are crucial for academics. Academic privilege and hegemonic, alienating academic norms need to be checked by learning from alternative life experiences. This demands a new war of position in the name of survival pending revolution, rooted in co-operation and accepting of the reality that Keynesian, welfare capitalism cannot be reinstalled. Instead, academic hopelessness needs to stimulate an alternative social function as the basis for abolishing wage labour.

Hall, ibid., p. 181

Through the pandemic, it is not enough to discuss academics as a homogenous group or with an ability to work collectively to confront their conditions of production, in order to challenge the relations of production that are so clearly toxic to so many. It is clear that academics exist in a range of constantly shifting, determinate conditions, which are re-shaping the ways in which academic labour functions through the application of new forms of organisation, precarious employment, rounds of voluntary severance and reorganisation, the imposition of new technologies, policy edicts which drive competitive demands, and so on.

Moreover, these conditions are different for a range of sub-groups and communities of whatever academia is or might be. Where the experience is defined by norms set against the idea of the successful White, male, heterosexual, able Professor, the rest of the academic peloton is forced to recalibrate itself will be recalibrated by this privilege. What this then means if you are an academic of colour, female, have a caring responsibility, are ill, whatever, is that you have to suck it up or take that next course on mindfulness or resilience, or decide that perhaps this isn’t the place for you.

The duality of the medical and financial pandemic signals the depth of the structural crisis of capitalism, and it has implications for the class composition of University workers as more and more people are dragged towards proletarian working conditions. This reminds us of the argument of István Mészáros in The Structural Crisis of Capital (2010, p. 172) that such crises reveal ‘the activation of the absolute limits of capital as a mode social metabolic reproduction’. Capital is unable to reproduce itself without asphyxiating those upon whose labour its subjectivity relies. Without access to ready markets for recruitment, commercialisation and impact -related possibilities, or escape routes grounded in public engagement and knowledge transfer, the University becomes unable to reproduce itself without asphyxiating those upon whose labour its subjectivity relies.

SEVEN. For humanity?

The Institute for Precarious Consciousness calls for the addition of “a machine for fighting anxiety”. They argue that we need to:

  • Produce new grounded theory relating to experience, to make our own perceptions of our situation explicit, recounted, pooled and public;
  • Recognise the reality, and the systemic nature, of our experiences;
  • Transform emotions through a sense of injustice as a type of anger which is less resentful and more focused, and as a move towards self-expression and resistance;
  • Create or express voice, so that existing assumptions can be denaturalised and challenged, and thereby move the reference of truth and reality from the system to the speaker, to reclaim voice;
  • Construct a disalienated space as a space for reconstructing a radical perspective; and
  • Analyse and theorise structural sources based on similarities in experience, to transform and restructure those sources through their theorisation, leading to a new perspective, a vocabulary of motives.

The editorial collective of Society and Space indicate the importance of pressing pause at this time. They indicate the importance of slowing the system, is a more ethical and tenable response. This enables us to think about the interrelationship between our broken healthcare and education systems, and how care and compassion are marginalised by the demand that we return to the market to sell our alienated labour-power. Instead, tentatively and modestly, they point towards the different ethos in the future post-pandemic(s). Ioana Cerasella Chris amplifies this in thinking about uncertainty at the level of society and our sociability. Here, the current conjuncture sees labour rights, economic populism, austerity politics, eco-fascism, and on and on, erupting from structural crises. As a result, the exploited core needs to reflect upon the expropriated margins of the global economy, in order to refocus solidarity with:

 low-paid workers across the globe are the ones who are keeping everyone safe, and whose jobs are ‘key’ and socially necessary; we can also see how trade unions and disabled people’s organisations are at the very heart of the struggle for better safety measures and protections for all.

For Marx in The German Ideology this has to be addressed communally, by pushing back against the division of labour and recovering the humanity of their material powers. This is only possible through association, and in cooperation, and with guiding principles that are mutual, and through the community. Where community is mediated by the State or institution, personal freedom and autonomy is a function of one’s relationship to privilege, status and power.

It is the proletariat who, for Marx, act as the revolutionary class. Inside the University, it seems that the potential for change stems from those workers with nothing left to lose. This means that such a workerist analysis of the condition of academic work needs to consider how that work is integrated into capitalist social relations and relations of production. It needs to consider the divisions that exist between academics, and how those divisions or separations are maintained. Moreover, such a(n academic) workers’ enquiry might connect academic labour to the idea of autonomous activity outside the University and whether they offer moments of subversion or transgression against the value-relation. This demands that academics see their conditions of labour as continually-changing, and that the only redemption lies in accepting the hopelessness of a compact with a system of exploitation.

Without such a theorisation it becomes impossible to negate the capital-relation through the expansion of the realm freedom and autonomy. Instead, the focus becomes about issues of free speech, academic autonomy, resistance to casualisation, and other tactical reforms of an otherwise brutalising system. [Revolutionary praxis] entails a focus upon the production of the self as a pedagogic moment grounded in self-mediation as the key organising principle for life.

Hall, ibid., p. 248


Notes on what passes for University leadership in an age of crisis


Posted by hallymk1

¡Que se vayan todos!

They all must go.

Enough is enough. These people who claim to lead. These people have no moral authority. These people who are making decisions that affect our lives and the lives of those who are vulnerable and the lives of those whom we hold dear.

Enough is enough.

They all must go.

In the midst of the Covid-19 outbreak, we realise just how pathological is the University. We realise just how diseased are its forms and its content, in terms of its cultures and its activities. The University creates a morbidity that is replicated in physical and mental ill-being and distress amongst those who labour inside it. University responses to the pandemic, claiming validity from the response of the UK Government, which itself lacks moral authority and that appears out-of-step globally, increasingly creates suffering. This is amplified because being out-of-step has been echoed by contradictory statements or no statements at all. These (non-)statements are being interpreted as failures by international staff and students, as well as those from the UK, who are well aware of alternative responses to the crisis.

Yet, we know from our reading of Marx and Engels, in The Communist Manifesto, that States, and the institutions that reside within them and relate to them, prioritise economic value, profit and surplus over people, and seek to maintain infrastructures upon which Capital can flourish. There is no place for morality or humane values unless they lie in the service of value-production.

The executive of the modern state is but a committee for managing the common affairs of the whole bourgeoisie.

We know that capitalist institutions only care for family or caring responsibilities, or communities, where they do not conflict with the production, circulation and accumulation of surplus-value. Relationships of care and love will always be secondary to the generation or sustainability of surplus. Thus, Marx and Engels write:

The bourgeoisie has torn away from the family its sentimental veil, and has reduced the family relation to a mere money relation.

This is one of the reasons why academic and professional services’ staff have been on strike over the unsustainable, intensification of workloads, the casualisation and making precarious of so many lives, and the toxic inequality in pay and conditions for academics of colour and women in the Academy (and we might extend this to those who are disabled or queer, or who define themselves intersectionally).

On a global terrain, individual institutions are relatively powerless. The operation of the bourgeoisie occurs transnationally as a class project, and to expect an individual institutions to act against the interests of the class that governs them, is nonsensical. Moreover, Marx and Engels go on to highlight how crisis is at the centre of this project:

uninterrupted disturbance of all social conditions, everlasting uncertainty and agitation distinguish the bourgeois epoch from all earlier ones… All that is solid melts into air, all that is holy is profaned, and [humans are] at last compelled to face with sober senses [their] real condition of life and [their] relations with [their] kind.

Inside capitalist social relations, crises are normalised at the level of society, be they financial, human, involving war, famine, flooding, and so on. These are constant moments for working out ways in which living labour and human lives can be further exploited, as the very essence of Capital – as its means of life.

Individual institutions, managed as joint ventures with a range of commercial partners, educational publishers, technology providers, consultants, and so on, reflect the fact that:

The bourgeoisie cannot exist without constantly revolutionising the instruments of production, and thereby the relations of production, and with them the whole relations of society.

The dynamics of capitalist social relations mean that people as living labour are always subsumed under the need to expand surplus, or to maintain systems designed for the extraction of surplus through the exploitation of labour-power. We know that the impact of the financial crisis of 2007/08 has been work intensification, precarious employment, internationalisation strategies that threaten the climate, increased commodification and financialisation. University life has been accelerated with all spare capacity turned over to surplus and the rule of money.

We have seen the institution really subsumed under these logics, to the extent that they have become anxiety machines or pressure vessels. Increasingly then, the University is seen to be operating as a collection of spaces in which suffering, anxiety, ill-being are normalised, and where immunosuppression or compromised immune systems are further compromised, in the name of value-for-money, impact, entrepreneurialism, efficiency and now business-as-usual. Working inside such compromising labour conditions is increasingly a sociopathically-enforced, culturally acceptable self-harming activity. It is governed by extreme and unacceptable sets of behaviours, which themselves coalesce as pathological forms of managerialism.

And in the Covid-19 crisis, we are advised by WHO experts that speed trumps perfection, and that leaders need to act and to move, rather than be paralysed by the fear of failure.

And in the Covid-19 crisis, we see the British Society for Immunology arguing the two things that UniversitiesUK and the leaders of our institutions ought to have been calling for, or responding to, rather than offering a fractured and fragmented and separated set of responses, which simply amplify fear and anxiety.

Firstly, we feel more needs to be done to ensure social distancing to limit the number of COVID-19 cases in the short term, especially for vulnerable members of our communities. This will enable us to buy time until we understand the virus better and can begin to develop therapeutics.  Secondly, to aid efforts, we call on the government to release their modelling data to allow scrutiny from the scientific community to better predict the course of this outbreak.

And in the Covid-19 crisis, we hear stories of immunocompromised members of staff being told that they have to be on-campus rather than able to deliver materials online, because the priority is business-as-usual.

And in the Covid-19 crisis, we hear stories of the health of estates’ staff being compromised.

And in the Covid-19 crisis, we hear of vice chancellors emailing staff to ask them to encourage students to be on campus, despite the institution delivering its programmes remotely in other locations

And in the Covid-19 crisis, we hear of international students upset at their College’s lack of planning, which materially affects their well-being and possibility of returning to their families and loved ones.

And we hear stories of institutions not paying close attention to Guidance on immigration provisions made by the Home Office for individuals affected by travel restrictions associated with coronavirus (COVID-19).

And in the Covid-19 crisis, we note that there is a struggle for institutional and sector-wide reputation over responsibility, where ‘slow and inactive universities … [are] leaving frontline staff unable to provide clear answers to distressed students’. Institutions are failing in terms of student and staff welfare and the deployment of their research expertise.

And in the Covid-19 crisis, we crowdsource a list of institutional responses, which highlights how abject is the moral geography of UK higher education.

And in the Covid-19 crisis, we watch as institutional leaders refuse to question the sagacity of herd immunity precisely because it is a narrative that underpins their need for a hypothetical, surplus-driven future, whilst others query that very focus upon a hypothetical future.

And in the Covid-19 crisis, we understand this as academia’s shock doctrine, as we are placed in the front line of risk management in a crisis, where our responses are conditioned by student fees, service-delivery, business-as-usual, learning and teaching and assessment, rather than student and staff well-being and care. Thus, we understand how crisis intensifies academic work through a suggestion and then a demand for online education, without revealing the modelling or risk assessment behind this. This turns a temporary exertion into a permanent expectation, and to a permanent state of exception inside higher education. This risks further defunding, casualisation, monitoring and surveillance, and unbundling of the curriculum into the future. Because if we can do this now, in exceptional circumstances, then further revolutionising is possible. By moving online, institutions and their paymasters have a new precedent for casualised working, precarious labour, changing the relations of production based upon new forces of production, and so on, which have differential impacts on intersectional communities.

Moreover, in maintaining business continuity in the face of personal crises for those who must care, or who are sick, or who are immunocompromised, or who are precarious, our institutions work against a duty of care. As Audrey Watters argues:

Most students do worse online than they do in face-to-face classes; and that’s particularly true for the most vulnerable students — for Black and Latino students, for those with lower GPAs, for low-income students, for younger students. Most students do worse online than they do in face-to-face classes; and that’s under “normal” circumstances. These are not normal circumstances.

The crisis reminds us what we knew about our leaders and their lack of care for us, or it reveals to us how we have duped ourselves, or it shows us how much cognitive dissonance we have to deploy in order to survive their intensification of our lives, and it shows us to whom or what they give their loyalty. And it is not us.

It is not us.

Thus, the daily, repetitive, symptomatic illnesses of University labour, normally revealed as performance anxiety, overwork, hopelessness, and uncertainty are amplified in this crisis of Covid-19. The ways in which University workers attempt to cauterise or ignore their wounds usually focuses on the maintenance and reproduction of privilege and status and surplus masquerading as a labour of love, and this becomes more apparent in this urgent call for business-as-usual. We are told that we must continue to self-harm, and that this is culturally-acceptable, because this is a service of love inside the University-as-family.

We are told this as other bodies in sport and entertainment and professional networks demonstrate their clear connection to, rather than separation from society, by cancelling and postponing and maintaining social distancing. Yet inside institutions whose governance and regulation is allegedly predicated upon the student experience, this appears impossible. Our labour of love has crashed into their need for surplus and the extraction of surplus, and the dependence upon particular income streams or modes of student and institutional debt

As the Italian communist Bordiga argued, there is no control here, in spite of our leaders claims that they are responding to Government control with carefully-managed approaches to risk reduction, and it was ever thus.

[W]hen the ship goes down, so too do the first class passengers… The ruling class, for its part incapable of struggling against the devil of business activity, superproduction and superconstruction for its own skin, thus demonstrates the end of its control over society, and it is foolish to expect that, in the name of a progress with its trail indicated by bloodstains, it can produce safer ships than those of the past.

Of course, it is the commodification of University life, and the competing, corporate reality of the University that has led us here. And for some institutions, this is worsened because they are leveraged through bond financing and refinancing. What happens to those institutions and their ability to make repayments on bond yields, or to maintain surpluses given immediate revenue restrictions and potential long-term reputational damage? What happens to the maintenance of investment-grade credit ratings? What happens to student fees? How are they communicating their risk assessments and contingencies to their staff and students?

And what of the regulatory and parasitical need for league tables, and the ability to position funds and institutions around the REF, TEF, KEF, NSS? How are these to be managed now? What power do they have over our present and our future? Why have these not been postponed? Can we use our renewed struggle to call for their abolition?

And we ask, what is the point of the Office for Students and its value-for-money strategy in all this? In a world in which study is enmeshed inside financial markets, how can institutional leaders provide leadership for us? When they are pulled by the competition and markets authority, by student protection plans, by access and participation plans, and by league tables? How do we enact humane values in the face of economic value?

As some institutions move to focus upon the intensification of labour through online teaching, what is to be done? For some of us, we have spent the last month organising around four fights and strike action, and this has been joyous and a mark of association and solidarity. For some of us, this has been exhausting, and we have people to care for, and people who are vulnerable in our lives, and we deeply care about our institutions, our peers, our students and our friends. Yet this move to intensify and to continue as usual, is a potential moment of struggle for a different, more humane world. If we can find the energy.

Because all of a sudden, our institutional response has been shown to be mediated by the market, by the division of labour which tells us that some must lead and some must follow, by the reduction of all of pedagogical life to the commodity, and by the reduction of our lives to the power of the commodity. Such that our knowing, doing, and being are all subsumed to the commodity, and to surplus, intensification, productivity, value and the rule of money.

And all of a sudden there is a very bitter taste to those discussions around value in higher education.

The capitalist University-as-is cannot halt the systemic devouring of our present lives, in the face of the desperate institutional need to accumulate surplus in the future. The capitalist University cannot save us, because it is driven by short-term economic interests, rather than the long-term conditions of life. It is pathological; it is diseased; it functions through cultures of silence, obfuscation, paranoia, intensification, wait and see. It has lost control of the anxiety that gave it form and content through overwork and ill-being. This very anxiety has tipped beyond uncertainty into contempt, fear, anger, disbelief. This anxiety has made real the undercommons of the University as a moment of survival and of fugitive planning.

Crises are the very material of capitalist expansion, predicated upon the renewed exploitation of life and living labour. The moment of crisis and the individual and collective disasters that follow are the site of working class struggle. We are in a very real struggle in the University. We have generated new energy and new organising power through the strike. What do we do now with our indignation at the handling of Covid-19?

And I am reminded that years ago I spoke and wrote about whether universities care enough about students, or whether universities care too much about students. I argued:

as the corporate university tries to develop the characteristics of the entrepreneur in its students, it cares to discipline its labour-force through performance management and the rate of profit. However, inside and against this fragmented space, groups of academics and students are attempting to move beyond the pedagogy of debt, to define something more care-full, where the staff/student relationship can become the beating heart of an alternative vision for higher education as higher learning beyond the University and inside the fabric of society. This is the true psycho-social scope of care in these educational relationships.

Beyond the organisation of the strike, we make possible a movement for self-and communal-care. They cannot do this, because their power and privilege and status is predicated upon our everyday, ongoing, alienated labour-power. It is predicated upon our everyday estrangement from ourselves through exploitation. And so we ask, can we use this moment for emancipatory ends?

And we learn to remember ourselves.

¡Que se vayan todos!

They all must go.


Re-engineering Education: the University as Anxiety Machine


Posted by hallymk1

Next Tuesday I’m speaking at the Safeguarding Students: Addressing Mental Health Needs Conference. My slides are available below, and from Slideshare.

The intention is to frame this around:


Social Epistemology: On Authoritarian Neoliberalism and Poetic Epistemology


Posted by hallymk1

I have an article accepted for publication in a special issue of Social Epistemology: a Journal of Knowledge, Culture and Policy that picks up on some work I have been doing previously on authoritarian neoliberalism (see presentations and notes from a BERA Special Interest Group symposium here and here). The article also attempts to maintain some momentum around academic labour, academic practice, knowledge formation and the critical terrain of decolonisation. In this, I explicitly connect to Audre Lorde’s work on life as a poetic existence.

The special issue as whole looks at the intersections of higher education and the University, neoliberalism as a contested terrain/heuristic, technologies and technocratic forms of management, and subjectivities. My abstract and references are appended below. The other contributors and pieces are as follows.

Robert Antonio: ‘Ethnoracial Populism: An alternative to Neoliberal Globalization?’

John Holmwood and Chaime Marcuello-Serovs: ‘Challenges to Public Universities: Digitalisation, Commodification and Precarity’

Elio di Muccio: ‘Core HR in British Higher Education: For a Technological Single Source and Version of the Truth?’

Justin Cruikshank: ‘Economic Freedom and the Harm of Adaptation: On Gadamer, Authoritarian Technocracy and the Re-Engineering of English Higher Education’

Liz Morrish: ‘The Accident of Accessibility: How the Data of the TEF creates Neoliberal Subjects’

Ross Abbinnett: ‘The Anthropocene as a Figure of Neoliberal Hegemony’

Jana Bacevic: ‘Knowing Neoliberalism’

ABSTRACT

As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students are shorn of autonomy beyond the sale of their labour-power. One heuristic for analysing this response is authoritarian neoliberalism, imposed as a means of enacting disciplinary practices in the name of the market with an anti-democratic rationale. This has a distinctly technocratic focus, rooted in techniques of performativity, including audits and assessments of teaching, research and scholarship, grounded in productivity, the management of time and value-creation. However, there are a range of intersectional and geogra- phical responses to such an imposition, through which it is possible to describe alternatives to these architectures of subsumption. In particular, a second heuristic emerges which  challenges the restructuring of  the University in the global North, erupting from struggles for decolonisa- tion. Here, Audre Lorde’s invocation to an integrated, poetic existence that situates bodies in places, and respects feelings and emotions as the site of epistemological development and understanding, underpins the possibility for dismantling hegemonic knowledge production. The article examines whether humanist  narratives of solidarity, in particular from marginalised voices, might help academics and students to analyse their alienated labour and to imagine that another world is possible.

KEYWORDS

Academic labour; authoritarian neoliberalism; decolonisation; poetic epistemology

REFERENCES

Ahmed, S. 2012. On Being Included: Racism and Diversity in Institutional Life. Durham, NC: Duke University Press. Ahmed, S. 2017. Living a Feminist Life. Durham, NC: Duke University Press.

Amsler, M. 2017. “Responsibilisation and Leadership in the Neoliberal University: A New Zealand Perspective.” Discourse: Studies in the Cultural Politics of Education 38 (1): 123–137.

Andrews, K. 2018. Back to Black: Retelling Black Radicalism for the Twenty-First Century. London: Zed Books.

Arvin, M., E. Tuck, and A. Morrill. 2013. “Decolonising Feminism: Challenging Connection between Settler Colonialism and Heteropatriarchy.” Feminist Formations 25 (1): 8–34. doi:10.1353/ff.2013.0006.

Azar, R. 2015. “‘neoliberalism, Austerity, and Authoritarianism.” New Politics XV (3). https://newpol.org/issue_post/neoliberalism-austerity-and-authoritarianism/

Barnett, R. 2016. Understanding the University: Institution, Idea, Possibilities. London: Routledge.

Bhambra, G., D. Gebrial, and K. Nisancioglu, eds. 2018. Decolonising the University. London: Pluto Press.

Bhambra, G. 2017. “Brexit, Trump, and ‘methodological Whiteness’: On the Misrecognition of Race and Class.” The British Journal of Sociology 68 (1): 214–232. doi:10.1111/1468-4446.12317.

Bruff, I. 2012. “Authoritarian Neoliberalism, the Occupy Movements, and IPE.” Journal of Critical Globalisation Studies 1 (5): 114–116.

Bruff, I. 2014. “The Rise of Authoritarian Neoliberalism.” Rethinking Marxism: A Journal of Economics, Culture & Society 26 (1): 113–129. doi:10.1080/08935696.2013.843250.

Bruff, I., and C. B. Tansel. 2018. “Authoritarian Neoliberalism: Trajectories of Knowledge Production and Praxis.” Globalizations. doi:10.1080/14747731.2018.1502497.

Canaan, J. 2017. “The (im)possibility of Mass Intellectuality: Viewing Mass Intellectuality through the Lens of the Brazilian Landless Movement.” In Mass Intellectuality and Democratic Leadership in Higher Education, edited by R. Hall and J. Winn, 69–80. London: Bloomsbury Academic.

CASA. (n.d.) “A Home Online for Casual, Adjunct, Sessional Staff and Their Allies in Australian Higher Education.” http:// actualcasuals.wordpress.com/

Connell, R. 2013. “The Neoliberal Cascade and Education: An Essay on the Market Agenda and Its Consequences.” Critical Studies in Education 54 (2): 99–112. doi:10.1080/17508487.2013.776990.

Davies, W. 2016. “The New Neoliberalism.” New Left Review 101: 121–134. https://newleftreview.org/II/101/william- davies-the-new-neoliberalism

Davies, W. 2017. “Elite Power under Advanced Neoliberalism.” Theory, Culture & Society 34 (5–6): 227–250. doi:10.1177/ 0263276417715072.

DBIS. 2015. The Small Business, Enterprise and Employment Act. London: HM Stationery Office. http://www.legislation. gov.uk/ukpga/2015/26/pdfs/ukpga_20150026_en.pdf

de Sousa Santos, B., ed. 2007. Cognitive Justice in a Global World: Prudent Knowledges for a Decent Life. New York: Lexington Books.

DET. 2016. “National Strategy for International Education 2025.” https://internationaleducation.gov.au/International- network/Australia/InternationalStrategy/Pages/National-Strategy.aspx

DfE. 2017. The Higher Education and Research Act. London: HM Stationery Office. http://www.legislation.gov.uk/ukpga/ 2017/29/pdfs/ukpga_20170029_en.pdf

Dinerstein, A. 2015. The Politics of Autonomy in Latin America: The Art of Organising Hope. London: Palgrave Macmillan. Gonzales, A. 2017. “Trumpism, Authoritarian Neoliberalism, and Subaltern Latina/o Politics.” Aztlán: A Journal of Chicano Studies 42 (2): 147–164.

Hall, R. 2015. “The University and the Secular Crisis.” Open Library of Humanities 1 (1): p.e6. doi:10.16995/olh.15.

Hall, R. 2018. The Alienated Academic: The Struggle for Autonomy inside the University. London: Palgrave Macmillan.

Harney, S., and F. Moten. 2013. The Undercommons: Fugitive Planning & Black Study. Brooklyn: Minor Compositions.

Harris, K., A. Schwedel, and A. Kim 2012. “A World Awash in Money.” http://www.bain.com/publications/articles/ a-world-awash-in-money.aspx

Hillman, N. 2016. “The Coalition’s Higher Education Reforms in England.” The Oxford Review of Education 42 (3): 330–345. doi:10.1080/03054985.2016.1184870.

HM Treasury. 2015. Fixing the Foundations: Creating a More Prosperous Nation. London: HM Treasury. https://www.gov. uk/government/uploads/system/uploads/attachment_data/file/443898/Productivity_Plan_web.pdf

King, T. 2003. The Truth About Stories: A Native Narrative. Toronto: House of Anansi Press. Lorde, A. 2013. The Master’s Tools Will Never Dismantle the Master’s House. London: Penguin. Marx, K., and F. Engels. 2002. The Communist Manifesto. London: Penguin.

McGettigan, A. 2015. “The Treasury View of HE: Variable Human Capital Investment.” Political Economy Research Centre Papers Series 6. www.perc.org.uk/perc/wp-content/uploads/2015/04/PERC-6-McGettigan-and-HE-and-Human- Capital-FINAL-1.pdf

Motta, S. 2018. Liminal Subjects: Weaving (Our) Liberation. London: Rowman & Littlefield International.

Newfield, C. 2016. The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them. Baltimore: Johns Hopkins University Press.

Newman, J. 2012. Working the Spaces of Power: Activism, Neoliberalism and Gendered Labour. London: Bloomsbury.

O’Dwyer, S., S. Pinto, and S. McDonagh. 2018. “Self-Care for Academics: A Poetic Invitation to Reflect and Resist.” Reflective Practice 19 (2): 243–249. doi:10.1080/14623943.2018.1437407.

OECD. 2018. “Public Financial Management: An Overview.” http://www.oecd.org/dac/effectiveness/pfm.htm

Pasquale, F. 2016. “Two Narratives of Platform Capitalism.” Yale Law and Policy Review 309. https://ylpr.yale.edu/two-narratives-platform-capitalism

Pasquale, F. 2018. “Tech Platforms and the Knowledge Problem.” American Affairs II (2). https://americanaffairsjournal. org/2018/05/tech-platforms-and-the-knowledge-problem/

Roberts, M. 2018. The Long Depression: How It Happened, Why It Happened, and What Happens Next. London: Haymarket Books.

Steinþórsdóttir, F. S., T. M. Heijstra, and P. J. Einarsdóttir. 2017. “The Making of the ‘excellent’ University: A Drawback for Gender Equality.” Ephemera: Theory and Politics in Organization 17 (3): 557–582.

Styres, S. 2018. “Literacies of Land: Decolonising Narratives, Storytelling, and Literature.” In Indigenous and Decolonizing Studies in Education: Mapping the Long View, edited by L. T. Smith, E. Tuck, and K. W. Yang, 24–33. London: Routledge.

Tansel, C. B., ed. 2017. States of Discipline: Authoritarian Neoliberalism and the Contested Reproduction of Capitalist Order. London: Rowman & Littlefield International.

Tuck, E., and K. W. Yang. 2012. “Decolonization Is Not a Metaphor.” Decolonization: Indigeneity, Education and Society 1 (1): 1–40.

Tuhiwai Smith, L., E. Tuck, and K. W. Yang, eds. 2018. Indigenous and Decolonizing Studies in Education: Mapping the Long View. London: Routledge.

Wilson, S. 2008. Research as Ceremony: Indigenous Research Methods. Blackpoint: Fernwood Publishing.


Podcast episode seven and alienated knowledge production


Posted by hallymk1

Episode seven is up over on the podcast channel, I’ve been talking with John Coster about coffee, documentary media and the boundaries between us, with a particular focus upon academic work and public engagement.

I’ve also been speaking at Academics, Professionals and Publics: Changes in the Ecologies of Knowledge Work. My slides on alienated knowledge production are below. Next week, I will give a fuller write-up of this event, with my takeaways in terms of academic identity and the abolition of academic labour.


Conference call: Radical Pedagogies: Macpherson 20 years on


Posted by hallymk1

Radical Pedagogies: Macpherson 20 years on

Thursday 19th September 2019

De Montfort University, Leicester

#RadicalDMU19

Call for papers

In November 2018 the University of Kent hosted the first event organised by Radical Pedagogies: The Humanities Teaching Network in Higher Education. This group was established as “a forum for Lecturers, Educators, Administrators and students to share resources and discuss innovative pedagogy and praxis.”

It is with great pleasure that De Montfort University (DMU) will be hosting the second Radical Pedagogies event in conjunction with the Stephen Lawrence Research Centre and the Freedom to Achieve project at DMU. The main focus of the event will be on how radical pedagogies can be used to highlight and address issues relating to race and institutional discrimination. This event is not constrained by subject area, discipline or geographical location and is not just open to academics. We hope that researchers, PhD students, learning technologists, library professionals, academics, teachers, parents, students, educational activists and anyone interested in radical pedagogies, both within the UK and internationally, will consider contributing to and attending the event.

We are therefore looking for proposals for papers and interactive sessions (the more interactive the better!) or more innovative and radical session proposals for this one-day event.

On the 20th anniversary of the publication of Macpherson Report into the death of Stephen Lawrence, we are reminded that Macpherson made reference to organisations and areas beyond merely the police force when he was referring to the problem of institutional racism.  Paragraphs 6.54 and 45 state that:

6.54 Racism, institutional or otherwise, is not the prerogative of the Police Service. It is clear that other agencies including for example those dealing with housing and education also suffer from the disease. If racism is to be eradicated there must be specific and co-ordinated action both within the agencies themselves and by society at large, particularly through the educational system, from pre-primary school upwards and onwards.

45.15 There was a weight of opinion and concern in relation to two specific aspects of education. First the failure of the National Curriculum to reflect adequately the needs of a diverse multi-cultural and multi-ethnic society. Secondly the number of exclusions from schools which were apparently disproportionate to the ethnic mix of the pupils.

What followed were recommendations 67 and 68:

67. That consideration be given to amendment of the National Curriculum aimed at valuing cultural diversity and preventing racism, in order better to reflect the needs of a diverse society.

That Local Education Authorities and school Governors have the duty to create and implement strategies in their schools to prevent and address racism. Such strategies to include: that schools record all racist incidents; that all recorded incidents are reported to the pupils’ parents/guardians, school Governors and LEAs; that the numbers of racist incidents are published annually, on a school by school basis; and that the numbers and self-defined ethnic identity of “excluded” pupils are published annually on a school by school basis.

This event is an opportunity to explore and discuss issues such as (although not exclusively):

  • how far recommendations 67 and 68 have been implemented and had an impact, not just in schools, but across the education sector;
  • whether a focus on the curriculum goes far enough in addressing institutional racism in education;
  • has the focus on working class white boys shifted the attention/discourse away from institutional racism in education?
  • what needs to be done to close the attainment gap?

We therefore welcome proposals for sessions which address some of the above broad themes. Other indicative areas are:

  • Anti-oppressive teaching practices;
  • Punk pedagogy;
  • The role of the marketisation of Higher Education on radical pedagogies;
  • Critical Race Theory, intersectionality and pedagogy;
  • The role of radical pedagogies in reducing attainment gaps;
  • Institutional discrimination and radical pedagogy;
  • Student experiences in the classroom; and
  • The role of parents/carers as educational activists.

The aim of this event is to encourage participants to push the boundaries of current educational and pedagogic practices.

Please submit a 500-word abstract, or a 2-minute video clip by the 19th June 2019 to RadicalDMU@dmu.ac.uk

This event is a free, one-day, event.  Travel bursaries are available. Please contact us for further details.

Radical Pedagogies Call for papers


Slides for Bath Spa Presentation: The Alienated Academic


Posted by hallymk1

On Wednesday I’m presenting at Bath Spa in an open discussion of my book, The Alienated Academic.

The slides are appended below.

NOTE: I will only speak for 20 minutes but wanted to present a full slide-deck.


alienated academic book review


Posted by hallymk1

Over at the new PostDigital Science and Education journal Joss Winn has a review of my monograph, The Alienated Academic: The Struggle for Autonomy Inside the University. Joss plays around with the review style, in order to highlight some of the alienating realities of academic (over)work and time. He makes several important points about the book that resonate for me as follows.

  • Categorical critique: “Where Hall’s book differs from much of the literature on the marketisation of higher education and threats to professional identity, is his thoroughgoing, relentless attempt to explain what is happening at a categorical level that cuts through (i.e. intersects) the differences in professional experience in order to find what is common among us.”
  • The hopelessness of labour: “The alienation that Hall identifies at work goes beyond estrangement and hopelessness and is rooted, he argues, in the critical category of labour. In fact, to see the problem as marketisation, metrics or managerialism is to mistake the manifestation for the cause of our problems. Such an approach tends towards an unreflexive resistance to our own objective conditions and an overwhelming sense of helplessness. That helplessness breeds hopelessness, a recurring theme throughout Hall’s book. What is required (and this is key to the whole book) is a categorical critique of academic labour; one which perceives labour in the university through the basic critical categories of wage labour.”
  • A productive synthesis: “The Alienated Academic is structured in three parts over nine densely written and heavily referenced chapters. It covers a lot of ground in 270 pages, drawing widely from contemporary Marxist theory as well as an extensive engagement with Marx’s original work. It provides a useful survey of the concept of alienation and argues for the continuing and contemporary relevance of Marxist theory and its basic categories of labour, value, the commodity, subsumption and so on. What is likely to make this sometimes difficult book both intriguing and more broadly appealing is that Hall extends his contemporary Marxism with the literature of feminism, (de)colonialism, identity politics and intersectionality. It is a productive synthesis that is set in the context of contemporary changes in English higher education, while recognising that the alienating features of English university life can be found across the world. For these reasons, this is a unique and ground-breaking monograph in the field of critical university studies.”

I think that it is only right to thank Joss for this very kind review, and to accept that it is densely written and heavily referenced, drawing upon a range of theoretical positions. A friend who has engaged with the book questioned whether it was to0 theoretical, although in the acknowledgements I do point to a range of primers and readers about Marxist theory, and the book is part of a Marxism and Education series. One of the reviewers also argued that it was perhaps over-referenced, whilst another wondered whether my voice got lost in my citation of others.

What interested me in the process of writing was my attempt to understand my own work and academic practice. I could not do this without accepting and drawing upon a range of positions. This is why the literature on feminism, critical race theory, identity politics and intersectionality were so important. It is nice to read that this is received by some as a productive synthesis when I feel that I am simply trying to find my way by listening to a range of alternative positions, and in so doing hopefully enabling others to do likewise. However, in order to find my way I had to read a lot of things, and it feels only right to cite those authors who shape my own position.

One of the critical issues for me now is to think through how a categorical critique of academic experience, practice and work, rooted in the estrangement of the person employed as an academic or fractured as an academic, from her academic self, her academic identity, her academic community, and her academic products, can enable us to overcome the hopelessness of labour. How can sitting with and processing a hopeless position enable us to develop useful alternatives? How can accepting the hopeless university enable us to reimagine and reignite our humanity in the name of another world?

I’ll be speaking about the book at Bath Spa on 23rd January, and also at a University of Sheffield Ed.D. residential on 15th February.