Tag Archives: politics

Some notes on resistance to the crisis and hegemony


Posted by hallymk1

In the last month I have attended some pretty amazing events. This was capped this week with a presentation at the Home Affairs Select Committee and seeing Jesse Jackson get his honorary doctorate. However, it began with my attending two of John Holloway’s three lectures in Leeds on the rule of money, and then attending a seminar given by DMU’s Jonathan Davies that critiqued network governance. (The introduction to Jonathan’s new book is available free.)

Each of these events has made me question the crisis, my place in it, and our response to it both within and beyond the University. Along this same front, I note two recent posts by @thirduniversity on lessons learned from facing the crisis and on radical alternatives, a piece by Aaron Peters on oppositional networks and the State, and a powerful cri de coeur by Vinay Gupta on our complicity in the end of days.

However, what I want to capture below is what I take from a series of engagements by academic activists who have faced and continue to face the symptoms of a systemic crisis of capitalism. This is a systemic crisis that sees those in power attempting to recapitalise the value embedded in our social goods and our shared social wealth, like free education. The systemic nature of the crisis forces us to consider alternatives, counter-hegemonies and the power we need to refuse or negate or push against or break. It then forces us to consider whether networks and decentralisation are possible; whether we might be able to define and implement a new form of value; and what the actions we take in occupation might enable us to do, in the face of power.

What follows is deliberately presented as a set of notes. What they will add up to will take some time.

  1. These are days of rage. This rage is ours and it looks two ways: firstly to dignified hope; secondly to undignified destruction. There is a question of how we can intervene for hope.
  2. We rage, and we are outraged, and we need courage, because globally we are under attack. The attack is on what it takes for us to have a means to live. Or it is on our very means of existence. The attack is revolutionary. We must not forget the revolutionary strength of conservatism.
  3. At our core must be the act of saying “no!” But this takes courage. It takes courage to say I do not accept your imposition and enclosure of my world.
  4. This is a systemic attack, and in this it looks more clearly than ever that the system is against us. However, in the act of raging we must not end up with destructive personalisation, or fetishisation of the individual or of neoliberalism, or of a label, as evil personified. It is not enough to be personal. We must be beyond that; to attack the systemic social domination/determination of our lives.
  5. There is power in our non-violence. We must not reproduce their symmetries of hate and demonization and vilification. Engaging their logic leaves us hopeless. We must work to dismantle the system of oppression, to be active in participating in its destruction.
  6. Real democracy now! We must refuse to trust our leaders. We must reclaim the world as ours. We must assume our responsibilities through assemblies not parliaments, and for a better society. In the communes and assemblies that are a part of the struggle for a world turned upside down, and against an institutionalised world. We need a breaking of this reality.
  7. Economic democracy is meaningless in the face of private property and money. We must unmask the real enemy, money.
  8. Money is the attack. It is the system’s assault. The dynamic of money is on the tip of the tongue of the movement; is on the tip of the tongue of the occupation. Pushing beyond this, and giving voice to it demands theoretical reflection.
  9. Money is the commodity that stands abstracted in the face of democracy. It flows away from democracy in Greece, and exists in a state of antagonism to the idea and reality of real democracy now.

10. Money is the gateway; it is our cognitive dissonance; it is our (un)reality; it is our process of exclusion that denies our access to the products of our own creativity. Money seems identical to reality, but it is an assault on our humanity. Austerity is an assault on our possibility.

11. Money is a historic form of aggression; of relationships; of social bonds; of cohesion. The fact of money and the dynamic of money are terrible.

12. It takes courage to say “no!” To bring this to the tips of our tongues. To highlight how we are shackled.

13. We are shackled by money as a social bond against human activity. It is the imposition of faster, of exclusion, of alienation, of constricted social labour. Money is designed to constrict and constrain and control aberrant behaviour. And so, our existence is monetised, and the rule of money is increasingly, aggressively policed.

14. We are proud to be the crisis of capital. Of money. To be against their credo of bombing or killing those who do not submit, or of accumulating by their dispossession.

15. It is possible therefore to see in the movements of anger of 2011, how dignity is starting to unite against money. Against this historical nightmare. Against the imposition of alienated or abstracted labour. And for the emancipation of our activity and of our creativity against capital.

16. We use money and not capital for the freshness and obviousness of its language; and because it is on the tip of the tongue as we regard our banks; and because it leads us down well-worn paths of bonds and bondage. And because it offers us new ways of relating in the theme of anti-capitalism.

17. We must recognise how issues of state and society and religion and gender are critical. But that they take us only so far and no further. The crisis unfurls in a way that has a resonance beyond the state, to a point where money is god.

18. What is to be done in moving the discussion beyond the tip of the tongue? We must look for cracks and challenge as we can and where we can, and to see this as a historical process.

19. We must struggle against labour. But we must struggle against labour-in-capitalism. And we must struggle against the rhythm of capitalist domination. And this takes courage. And it is not progressive. For progress is a symptom of capitalist history. The most exciting left is not progressive, It is Luddite and indigenous and conservative and it is able to voice “no!” It is humanising and dignified.

20. We might remember that collective or social debt has a power that individual debt does not. That in acting together we might act for something better.

21. Thus, we might think of our spaces and protests as social, and integrated, and creative. And through them we might reveal the brutalising infrastructure of the State, through its apparatus of debt, surveillance, exception, baton rounds etc.. Revealing this in public is powerful; what is observed and shared is vital. We must reveal the process of ideology; the legitimation of exception; the idea and reality of a radical alternative or free university that is against the walls of money and its mechanisms of control.

22. We must communise. The beginning is near. But we must be determined.

23. The force of our determination is revealed in the force of our “no!” Our “no!” to their logic of death. This turns the world upside down, and reclaims it. It repudiates the history of a process without a subject. This reclaiming is a dignified process of asserting our subjectivity.

24. But we must move from refusal, and “no!” to push back the rule of money. We must restrict its area of sovereignty, and socialise against profit as the primary criterion of our world. For our lives are too important to monetise.

25. The State complements the rule of money. The State is not an alternative form of social cohesion. It is the revelation of a particular form of the capitalist social relation. Soviet Russia was oppressive and inefficient and exclusionary. It was not against the rule of money. We cannot rely on the State to deliver us [c.f. The Co-ordinating Committee for Water and Life, in Bolivia].

26. Our labour is shaped by money as a social bond; our labour is abstracted; it has no meaning beyond money; its central thrust is labour, harder, faster, for money. The State cannot push back the rule of money.

27. We must break the rule of money. We must communise. We need an alternative form of value; and of social cohesion. We need social self-determination as a verb, as an act of doing, as a process.

28. Movements of indigenous people give us hope, as they rise to support a communal way of living (c.f. Rossport in Ireland). They show new paths that might open up; that might be co-operative and mutual. That show different relationships between nature and people.

29. We must look for the interstices as ways of repudiating the system. In this moment of experimentation our uncertainty requires courage. As people are pushed into communities of mutual support we can begin to break the rule of money.

30. As we see how they monetise our relationships we see the crisis in our ways of living. We see that our lives do not work. They are not resilient. We need alternative networks. Perhaps Greece, and Detroit and Argentina in 2001 offer alternatives. Of neighbourhood councils and barter and recovering factories and movements of unemployed workers and in community spaces and gardens [c.f. “no house without electricity”].

31. Fighting for the right to work is a disaster. We need to say good riddance to capital and labour-in-capital. We need to construct other ways of living, doing and solidarity.

32. But we must do this whilst understanding the dynamic of the movement of the world as labour-in-capital. As money. As the indentured servitude of students; as the wholesale destruction of a peasantry. No-one controls this social dynamic. Not banks. Not states. Who can say “stop!”? But we must be courageous for we have to passively confront trained force. It is no good confronting trained force with untrained force. We must not reproduce their world; their power-over others. The logic of the symmetrical struggle is a history of power and parties. We must integrate into neighbourhoods and find place. We must help people to affirm: “we are ordinary people and we are rebels”.

33. We must highlight how we share similarities and connections. We must legitimise our struggle where we can and reveal truth claims in a story world that teeters on the brink of fascism, and through which there is an aggressive transfer of assets. We must associate.

34. But what does this mean for networks and governance? Whither alternatives in network democracy? Networks are instruments of power. We hear claims that networks are better; that they are trust based and multiple; that we live in an age when networks are qualitatively hegemonic (after Hardt and Negri). This is the transformation thesis of network governance.

35. And so Boltanski and Chiapello (2005, p. 138) deconstruct the metaphor of the network (the network governance milieu) as: decentring states, capitals and classes; against zombie categories (c.f. Beck); underpinning the risk society and individuation; part of a logic of flows rather than structures; the age of the combinard (Lash on reflexive modernisation); and a migration from homophily to heterophily (c.f. Graham Thompson, 2005 on ethical virtues, trust and networks).

36. However, the structural issues have not gone away in an allegedly post-scarcity world (Janet Newman, 2004 on emergent orthodoxy struggles). The policy landscape moves from counter-hegemonic populism to a post-hegemony third-way, and from network resistance to network participation, and to fetishised informational capitalism. Thus the network becomes a liberal feel good concept, through which ideology is sedimented and concretised and reinscribed. At issue then is the issue of network co-governance, as an ambiguous, complex, turbulent set of tropes.

37. The issues with networks are historical; they are based on hierarchy; on closed or captured power; of institutionalised, discursive inequalities; of distrust. There is no evidence for the rise of governance networks, or that governance networks are transformational. Hard-power, coercion and strong incentives overcome limited soft-power (c.f. Gerry Stoker, 2011).

38. Immanent materiality and the coercive function of the state (either soft or hard) overcome consensus. And so we see, in Gramscian terms, “hegemony armoured by coercion”. Governance is immanent domination and material coercion/discipline.

39. Despite globalisation, states are coercive and competitive; structure and contradiction still underpin our materiality; class as a social relation is very real; network governance confuses conjuncture with epoch. The argument that there has somehow been a change is undermined by the continuity apparent in the totality and its crises.

40. The State therefore exists as a political society. Its hegemony is still based on deep social leadership exercised by a governing bloc that has clear political/economic goals, and a clear intellectual/moral unity. The State delivers a passive revolution. It keeps the structures of our lives the same by changing them – this is the logic of the dialectic of rupture/restoration. The Integral State delivers hegemony armoured by coercion.

41. Governance through the integral state frames a precarious hegemony, based on the State as social reproduction, on a trajectory of domination and material coercion that is an immanent condition of social stability within iniquitous and unstable political economies.

42. The Governance genome consists of command, conflict, trust, contract. Contracts are enforceable. The fallacy of liberalism is that it is not underpinned by force. Even in networks.

43. Thus neoliberalism reinscribes capitalism beyond the market, in the language of networks and connectivity and rhizomes. And network governance becomes a neoliberal strategy for remaking civil society. This visionary, regulative, risk-managing, trust-based ideal of neoliberalism celebrates connectivity and the passive revolution as a hegemonic, strategic project.

44. A system of heterophilus, network governance is incompatible with this stage of capitalism. It is a vague premonition of a possible post-capitalism. It is a future possibility that is mistaken for reality. Our reality is one of the commodity form protected by the immanent threat of violence. In this hostile environment, which attacks trust, how can resistance thrive in networks? How can network governance be benchmarked historically?

45. Heterophily is rare in governance networks, which implies that distrust will trump trust. When connectionist dispositions fail because they are inauthentic, there follows an incremental reconfiguration of the integral state, so that hegemony maintains domination. Distrust is a healthy fact of our human condition, and underpins resistance. Trust does not make a complex society productive (Cook, Hardin and Levey) and under neoliberalism and austerity we see a decline in trust-based relationships in our revealed social attitudes to those in need.

46. We do not live in conditions favourable to an emergent world of heterogeneous networks. Crises stress them and demonstrate their lack of ontological purpose. Although they can offer configurational critique, networks are not able to dissolve the integral state. We need to consider concentrated resistance to match their concentrated power. These are the realities of market dynamics.

47. Is network governance a normative project or an explanatory tool?

48. This is not to say that we refuse an engagement with networks. They form spaces for resistance, exodus, autonomy, everyday making, outsider resistance etc., but they are also sites of coercive counter-power and concentrated, counter-hegemonic resistance.


The University as deliberative space


Posted by hallymk1

These are my notes from today’s Home Affairs Select Committee conference on the Roots to Violent Radicalisation, held at De Montfort University. The highlight of the day was attending the Reverend Jesse Jackson’s award of an honorary doctorate. Along with receiving my National Teaching Fellowship, this was the highlight of my academic career to-date.

  1. The University is a crucial site for discussion, in which the balance of civil liberties and security issues might be deliberated as it is formed inside austerity politics.
  2. In response to the spread of the state of exception into the space of the University, occupations remind us of the courage that we share in debating what is legitimate, who is marginalised, and why power is wielded.
  3. The University is reproduced inside a broader, global set of relationships and political contexts, and this set both enables/disables the use of labels and interpretations about people and practices. This labelling comes in the wake of power, and affects who is scrutinised and which technologies are used to coerce and prevent, and for whom do we impose exceptional circumstances. Through critique we might work to push back against the University’s role in this reproduction of states of exception, and to re-politicise the forms of our University life, against meaningless, enclosed and universal narratives of justice and democracy.
  4. The University develops meaning as it enables working and living in public. The work of the University must be public, knowable and fair, and it must be care full. How we demonstrate our care is a crucial question. As we answer it, we might consider how we enable our students’ dreams to outlive our fears, and how we collectively develop the courage to keep trying.
  5. We might usefully consider the Realpolitik of University life. Inside capital and in the face of the rule of law what is the role of the University? How does the University help us to critique whose word is law? How does the University help us to understand what we are willing to bear in the name of freedom?
  6. The University becomes more resilient through the politicisation of its form as well as in the production of its content. This resilience emerges both from the University’s relationships with the range of communities in which it is embedded and that themselves broaden its engagement, and by its deliberate refusal to outsource its duty of care (for instance to the police).
  7. The University helps us to be against force and enclosure. It is a space that offers a critique of systemic, structural disenfranchisement. It is a space for deliberating rather than judging. It is a space for developing an avowedly political response to the collective punishment meted out as austerity and marketisation.
  8. The University is a space to recognise, critique and engage with the radical rejection of the processes of financialisation, precarity, poverty, war and demonisation of the other, which dominate our mainstream discourse. Where this work is done in public we are able to develop alternatives to the question of “who sets the climate for our world?”
  9. Those of us who work in Universities might usefully ask, “in the face of radical repression, what did you do?” The University is a site for the shelter and encouragement of active, non-violent resistance to radical injustice, which gives us hope that we might become free from the expansion of fear in our society.

For the University as radicalised space


Posted by hallymk1

On Tuesday 13 December De Montfort University will be hosting the Roots of Violent Radicalisation Conference, which has been organised by the Parliamentary Home Affairs Select Committee. I will be speaking in the workshop on how Universities can best counter violent radicalisation. I will make the following four points.

  1. The University has a radical, historical tradition that is politicised, and which enables both deliberation about and the legitimisation of alternative positions. Importantly, these positions might be realised inside the University.
  2. Most radicalism is not violent, but seeks to refuse, negate and push back against marginalisation and de-legitimisation, through tactics of deliberation, denial or disobedience.
  3. Current University tactics against protest mirror the state of exception imposed by the State, and that this reinforces marginalisation and de-legitimisation. Thus, strategies for coercion are being imposed and are kettling scholarly debate.
  4. The University should fight to recover itself as a space for general assembly and deliberation, and that this work should be done in public, in order to engage with the roots to violent radicalisation.

Point one: the radical University tradition. There is a distinct and vibrant strand of radicalism, as opposed to violent radicalisation, that infuses the historic idea of the University. This strand connects Newman’s declaration that the University was a site for the “collision of mind with mind”; to Humboldt’s view that “Education of the individual must everywhere be as free as possible, taking the least possible account of civic circumstances. Man educated in that way must then join the State and, as it were, test the Constitution of the State against his individuality”; and to the student activism of the 1960s and 1970s that led the historian EP Thompson to declare a hypothesis that was against:

“a university [that] had become so intimately enmeshed with the upper reaches of consumer capitalist society that [its administration] are actively twisting the purposes and procedures of the university away from those normally accepted in British universities, and thus threatening its integrity as a self-governing academic institution; and that the students, feeling neglected and manipulated in this context, and feeling also – although at first less clearly – that intellectual values are at stake, should be impelled to action.”

And this strand of radicalism connects many other examples of political, scholarly, historical activism: in Oakland; and Santiago; and Turin; and Dhaka; and University College London; and Kent State University; and Manila; and beyond.

Point two: marginalisation and radicalisation on campus. This radicalism is fed, in-part, by marginalisation; by an existence that is de-legitimised beyond the abstraction of money, and where putting students at the heart of the system reveals only the intellectual poverty of a life lived as a consumer, wrapped in the ideological rhetoric of choice, private property, debt and marketisation. This rhetoric then forms the background to the enclosure and removal of historically-accrued, socially-defined goods like free education and healthcare. Thus austerity is exposed as the State’s action against our shared future.

And in response to this marginalisation we see students in a range of contexts taking non-violent direct action that questions the State’s actions and reveals the coercive machinery of its power. Much of this work of protest is done in public spaces through marches and occupations, and Judith Butler has argued the importance of these radicalised, public movements:

“When bodies gather as they do to express their indignation and to enact their plural existence in public space, they are also making broader demands. They are demanding to be recognized and to be valued; they are exercising a right to appear and to exercise freedom; they are calling for a livable life [sic.]. These values are presupposed by particular demands, but they also demand a more fundamental restructuring of our socio-economic and political order.”

This point reflects the politicisation of both the form and the content of our institutions, and a process of indignation or radicalisation. As the activist Pierce Penniless argues:

“We are living in an extraordinarily hot political moment, in which people’s politics are changing rapidly – and in which systemic popular dissent is more visible than it has been for a long time. That it is systemic is most interesting: for all the reductive slogans about bankers and their bonuses, the political conversation that emerges in the camp is far more about systemic change than some peculiar bad bankers.”

Point three: the coercive University in a state of exception. In a reprise of historic activism, we see students marching and subsequently being kettled or maced or receiving official letters from the Police ahead of future demo’s or being threatened with baton rounds; we see students using the historically-situated tactic of occupation, in order to protest their opposition through general assemblies and teach-ins, and being classed as terrorists or extremists, and having services denied to them. Or we witness our educational leaders as supine or quiescent in the face of the brutalisation of our young people by the State. Their silence is deafening.

And now we see the Universities of Sheffield and Birmingham and Royal Holloway (University of London) in the UK seeking or obtaining High Court injunctions banning any form of protest on their property. Against this criminalisation and de-legitimisation of dissent and the creation of a state of exception on campus, Liberty have argued that “The right to protest is a cornerstone of our democracy and this aggressive move hardly sits well with our best British traditions of academic dissent… Universities should be places where ideas and opinions can be explored [my emphasis].” And the written evidence submitted by the Federation of Student Islamic Societies to the Parliamentary Inquiry on the Roots of Violent Radicalisation echoes this point:

“Universities play a key role in challenging prevalent ‘wisdom’ as well as debating and researching controversial topics. The ‘values-led’ approach to the revised strategy risks harming legitimate grievances being aired on campuses and could have a significant damage on intellectual debate and research as well as the international reputation of British universities.”

Thus, these English Universities’ attempt to criminalise the politicisation of the form of the University. They attempt to de-politicise its form whilst its content is being politicised through its marketisation. The inscription of a hidden curriculum of debt and consumption within campus-life is coupled to the de-legitimation of any counter-argument that confronts or refuses or pushes back against their power over where scholars might assemble and what they might discuss. We surely have better strategies than marginalisation and overt coercion with which to accommodate difference?

Point four: reclaiming or re-legitimising Universities as radical spaces. Against the neoliberal constraint on what can legitimately be fought for, University communities might consider how they share stories that reclaim the breadth of their common histories and social relationships. This process might usefully be developed using open technological systems. This is important because universities have much to contribute to a public discussion of how cultures protect the richness of their ecosystems, which in turn helps us to describe alternative worlds, and to accept that much of our present is shaped by historical struggles that are valuable precisely because they are political. Thus, we learn not to accept dominant narratives as given, or neutral, or beyond our collective wisdom to re-define in a legitimate manner. And our non-acceptance is not seen as radicalisation.

Which brings us to an engagement with and understanding of violent radicalisation. Universities, in terms of both their management and the communities of scholars that management is meant to facilitate, need to engage with issues of marginalisation, legitimacy and power, and to do this democratically and in public. It is not enough to de-legitimise all protest as extreme unless it conforms to proscribed norms, in prescribed spaces that are too often private. As the historian John Tosh has argued, differences need to be deliberated:

“Few things would make for a more mature understanding of current affairs than an awareness that the relevant historical perspectives are themselves the subject of debate – particularly if those controversies bear on the present. It then becomes possible to think outside the box – to challenge the spurious authority of single-track thinking.”

In this process we uncover what is legitimate, and we reveal what we collectively are willing to bear in the name of freedom. What we are willing to bear has to be negotiated communally, through a process that re-legitimises the politics of both the form and the content of the University. This demands trust and consent rather than coercion, a discussion that is more vital to the idea of the University in a world that faces not just economic austerity but socio-environmental crisis. For it may be that we risk enduring a semi-permanent state of exception if we do not find the courage to deliberate the reality of our world. EP Thompson recognised this courage emanating from a radicalised student collective, and saw in it a glimpse of redemption beyond economic growth:

 “We have been luckier than any of us had the right to deserve in the quality of our students. They took the initiative. They asked the right questions. They began to understand the answers. They stood firm against rhetoric, against threats, against the special pleading of those with large interests to lose. They have – by now in scores – put their academic careers at risk. It is they who have reasserted the idea of a university. They may well need help.”

This was echoed forty years later by the Federation of Student Islamic Societies when they argued that we need to open-up the debate against and beyond the permanence of exceptional circumstances, in order that “The autonomy of universities as places of free speech and expression should be preserved.” It is in this struggle that the University as a community of scholars should fight to recover both its history and its self-realisation as a public space for the discussion of legitimacy, marginalisation and power.


Reclaiming the idea of the University


Posted by hallymk1

This afternoon I am speaking at a DMU-hosted event called:

THE ASSAULT ON UNIVERSITIES: Privatisation, Secrecy and the Future of Higher Education, which is being chaired by Stuart Price.

My argument will focus on 4 points.

1. That our existence inside the University is framed by a systemic, historical crisis of capitalism.

2. That through this crisis capital is accumulating historically-developed, social values [e.g. NHS, *free* education] through commodification and, increasingly, coercion.

3. That through both the impact and the re-inscription of capitalist social relations, our institutional lives demand critique framed by the materiality of the crisis.

4. That academics might consider their roles in the processes of refusal/negation/pushing back that emerge. This includes the courage it takes to describe and reveal coercive practices.

I have uploaded the slides to my slideshare [Reclaiming the idea of the University].

I intend to blog the outcomes of this session aligned with my take on: firstly, John Holloway’s lectures in Leeds last week on “the rule of money“; secondly, the discussion meeting held at the Bank of Ideas last Friday about creating the London Free University; and thirdly, Jonathan Davies’ critique yesterday of network governance. The focus will be on the realities of protest, resistance and hegemony in/against/beyond the academy. I will do this in the next few days. In solidarity.


Mobility Shifts and Student-as-Producer


Posted by hallymk1

*Originally posted at Learning Exchanges on 14 October 2011

Some matters arising from Mobility Shifts and from yesterday’s student-as-producer seminar at CUNY.

  1. How do we critique formalised education as an ideological apparatus of the state-for-capital?
  2. Are we interested in transition or transformation? If the latter then what is the purpose of norms of justice, equality, democracy, participation that are developed within alienating, capitalist social relations? In the face of free market logic how might we overcome the anxieties that plague our existing models of education?
  3. Does education subtracted from the operation of learning leave accreditation, monitoring, control? Does this connect to institutional/tutor accreditation anxiety, realised through plagiarism?
  4. Capital needs disruptors, which/who can re-inscribe new spaces for control and accumulation, and develop new forms of commodities from which value can be extracted. What is the place of educational innovation inside capital in this process? How do we overcome this devastating reality?
  5. How conservative should schooling be, in order to promote mass intellectuality? How conservative are our allegedly radical methods? Can we be against explanation and for emancipation inside this historical moment?
  6. Where social inequality is at stake, in the face of the market and education as private property, how can we work for its negation? How can we refuse agendas of equality that are culturally revealed as opportunistic or hierarchical or based on structural/legalistic frameworks? How do we work for the negation of inequality as revealed under labour-in-capitalism?
  7. Can we reinvent the University against its prescribed role in the reproduction of education-for-capital? How do we reengage with and critique its history?
  8. How can student-as-producer reveal and oppose the ways in which the student is reified through, for example, the NSS?
  9. How can student-as-producer reveal the possibilities for academic activism and the academic/worker engagement in mass intellectuality?
  10. How do open technologies and the processes and lived realities of hacking help in this engagement with/development of mass intellectuality? How do open bases and frameworks enable distributed models of engagement that propose/describe alternatives?
  11. How do we stand against the rhetoric of technology that reveals and then reinscribes institutional power structures?
  12. How do we become courageous in the face of business-as-usual? How does student-as-producer reinforce academic activism?

In, Against and Beyond the Edufactory


Posted by hallymk1

*Originally posted at Learning Exchanges on 15 October 2011

These are my notes from yesterday’s sessions on cognitive capitalism, the University as knowledge factory and alternatives to higher education, from Mobility Shifts. I’ve also posted my tweets from a student discussion of occupy wall street and the response of the University to the crisis.

  1. The University has been subsumed within the circuit of capital, so that it has become emblematic of capitalist social relations, driven by the abstracted power of money.
  2. The University is now a flagship public-private partnership, whose primary purpose is the generation of surplus value through cognitive capital. The exploitation of labour and new sites of struggle are results of the increasing sophistication of the social factory, through which all of social life reveals sites of profit accumulation and the reproduction of capital.
  3. Biopiracy, proletarianisation, routinisation, precarity and globalised culture are all outcomes of this process.
  4. Disciplines become sites of the production of cognitive capital, separated out from each other denying forms of critique that might underpin alternatives. Moreover, a hidden curriculum, focused upon separation, competition and debt, anchors study to capital. As a result we see the wasted potential of co-operation and association.
  5. The idea of the University, as a site of all of living knowledge, is undermined in the face of the endless and hopeless austerity. An exodus from the control systems of capital exhibited through formal education is seen in the autonomy of the internet and sites where general assemblies are developed.
  6. Defensive battles are being waged in generative hubs of radical activity, that sit against the neoliberal enclosure of extant structures and forms, like the University.
  7. Edufactory proposes three spaces for alternatives to emerge: firstly in new forms of general assembly based upon a new politics [see the Zagreb occupation of 2009; student-worker solidarity]; secondly in militant research strategies, which see research as a tool for political action and for widening the field of struggle; thirdly in wresting publication away from corporations-as-rentiers, which turn the cognitive labour of academics and students into private property. This act of violence attempts to remove the academic from revolutionary activity in public.
  8. In spite of this, the University remains a site of resistance in the circulation of capital, In the circulation of money into commodity into surplus value/profit/accumulation, then into money’, commodity” and so on, there are spaces for opposition to develop alternatives, notably at the points of transformation. Although capital will tend to use its biopower in order to maintain control over labour at these points. This also includes the use of technology for control in a transnational field of practices, where academic activity is increasingly measured. This has political consequences.
  9. Within higher education the social relations that lie outside of the University offer hope/spaces for developing webs of resistance – in a politics of community engagement and cross-disciplinary activity and in radical education collectives. These form cycle of struggle.
  10. The precarity of capital is problematised by the power of labour in forcing a reconception of the politics of production, rather than a politics of distribution [of resources, abundance, scarcity].
  11. Universities are becoming warehouses of young people, ensnared by hidden curricula, where activities are used to depoliticise and promote allegedly utilitarian outcomes.
  12. The idea of the University in the production of knowledge at the level of society, in co-producing the general intellect or the social brain, needs to be re-politicised in order to reappropriate knowledge and its means of production for society.
  13. In, against and beyond needs to be understood in terms of real subsumption, through which capital overcomes human sociability to appear naturalistic and pre-determined. It might be critiqued in terms of the social factory or biopower, but it also offers a vantage point for critique from within the social relationships that emerge from/reproduce it, namely the historical moment of labour-in-capitalism.
  14. In, against and beyond is a critique of the power of things or commodities over human sociability and producers. However, capital depends upon the power of labour in order to generate surplus-value and therefore needs principles of domination. A negation might be offered through practices of emancipation, where capital is seen to be in crisis and therefore as precarious. Thus, teh Californian communique offers us the hope that “we [labour] are the crisis [of capital]”.
  15. How is it possible to reconcile our institutional roles and revolutionary intent? What do examples like the School for Designing a Society offer us? What about this list of radical projects? What about upping the anti? What about human geography? Or Noel Castree’s work on academic activism? Or John Holloway’s work on the state as the legal form of capitalism?
  16. some student quotes:

For a network of commons


Posted by hallymk1

*Originally posted at Learning Exchanges on 16 November 2011

I kept the faith and I kept voting/Not for the iron fist but for the helping hand/For theirs is a land with a wall around it/ And mine is a faith in my fellow man/Theirs is a land of hope and glory/Mine is the green field and the factory floor/Theirs are the skies all dark with bombers/And mine is the peace we knew/Between the wars

Billy Bragg, Between the Wars.

Yesterday the Education Activist Network emailed though a series of YouTube videos about student protests and occupations at UC-Berkeley. These highlighted the increased politicisation of young people, the increased militarisation of our campuses, and the increased bravery of people as co-operative social forces in the face of State authoritarianism. More appropriately, this might be viewed as bravery in the face of the brutality of the transnational global elites that now dominate the control mechanisms of the State. Those control mechanisms include universal access to healthcare, access to employment and education, access to homes, and/or paramilitary-style policing. In each of these areas the political/economic compact of recent years is in crisis, and this crisis is being played out in education.

The nature of transnational elites has been raised in documentaries like Inside Job, in popular texts like Paul Mason’s Meltdown, in academic spaces looking at corporate networks, and in work analysing trans-national corporate power. This revelation of how these elites now dominate our political landscape was clarified at Tent City University last weekend by David Harvey. Harvey argued that it is only people massing together in the streets and in the squares, whose relationships are shared and nurtured and encouraged in-part on-line and in-part through radical educational forums, who can oppose the foreclosure of our (educational) futures and our (educational) spaces. Harvey argued that people acting deliberately and politically in public spaces that were previously enclosed and policed by Capital enables us to recreate and re-produce those spaces as a Commons. In part this is an outcome of the process of occupation. It is only on this network of Commons, something Nick Dyer Witheford has written about for a networked world in terms of the Circulation of the Common, and that Joss Winn and Mike Neary have critiqued in pedagogic terms, where questions of the inequality of wealth and power can be meaningfully debated beyond the trite inadequacies of ‘a better capitalism’.

Education is central to this project of building the Network or Commons of Commons. In education, as Harvey argues, we are witnessing the enclosure of debate about the idea of the school or the university, so that all we are left with are plaintive cries against students-as-consumers. At the same time, through the enforcement of external, marketised agendas of outsourcing, internationalisation (globalisation), employability, attacks on employment rights, and the proletarianisation of working practices, the grip of transnational capital over education (as the life-blood of our social relationships) is tightened. In response, in a range of Universities, for example in Chile and Columbia, in California, and in Bangladesh, students are resisting neoliberal managerial techniques that are solely designed to extract value from those who have least power. In part this is a form of defence. In part though, as the Edufactory Collective amongst others, have argued, this is a way to redefine political engagement through general assemblies, militant research and open education.

This collective, educational response, framed within a connected set of Commons, and operating globally, is central to a critique of the power of transnational global elites, as they turn in on extracting value from our historically-accumulated capitals. The argument here is that states are running to the end of the possibility for printing money (quantitative easing) as a mechanism for recovering from this systemic crisis. Moreover, there are no spaces left outside the system of capitalist accumulation into which capital can flee or from which it can extract value easily. Therefore, in order to increase the rate of profit, or the compound growth at three per cent that is required both to maintain the Global North’s standards of living and to pay-off its debts, the system has to turn back in on itself, in order to self-valorise. So our socially-prescribed, historically-produced goods [or capitals], like access to universal healthcare and state education, which were accumulated in the post-war Keynesian settlement, are now the source of private profit through market mechanisms.

This forms a new, systemic crisis of capitalism based on value-extraction from societies, with huge consequences for the middle classes. It underpins austerity measures and the privatisation of state assets, each of which is driven by transnational flows of capital. As a result, a world of nationally-defined political economic analyses is outdated, in part because the socio-environmental problems we face are global (as the brilliant Tom Murphy shows for energy), but also because of the porosity of borders to capital. In this current moment of the crisis, we see nations inside and outside the Eurozone that are unable to control the damage being wrought by speculative capital, and that are unable to re-construct their economies beyond the organisation of global, capitalist production chains. Thus, we see the mobility of capital, in flowing to tax havens and in drawing on very low labour rates and profits from sale of goods that are produced in countries with poor labour conditions in high income, strong currency economies. Critically, the key players in these speculative relationships and in making the case for and delivering austerity are global elites, who wish to impose deregulated unprotected labour relations.

This focus on the power of what is termed the markets is in reality the power of oligopolistic, transnational banks, corporations and subservient politicians/media. Thus, any focus on national solutions to the defence of national capitals, of an attempt to recapture, for example, the pre-eminence of Great Britain, visited in-part through its education system, becomes meaningless. Or leads us down the route to fascism. This then infects our education systems. It may remain hidden from view, but it shapes our engagement with internationalisation, employability, innovation, research and development, community engagement, personalisation, outsourcing and technologies. It also shapes our open education agendas, our MOOCs, our work on badges, our engagement with work-based learning, our radical alternatives. There is no outside.

However, as Mieksins-Wood noted fifteen years ago:

the universalization of capitalism not just as a measure of success but as a source of weakness… It can only universalize its contradictions, its polarizations between rich and poor, exploiters and exploited. Its successes are also its failures… Now capitalism has no more escape routes, no more safety valves or corrective mechanisms outside its own internal logic… the more it maximizes profit and so-called growth – the more it devours its own human and natural substance.

Thus, the real social and political value of our reaction to austerity, revealed in free schools, in tent city universities, in teach-ins and teach-outs, in student-worker occupations, and a million other forms, is their deliberative, educational, open agendas. This is not to dream of them as utopian ideals or fetishise them as anti-capital, but it is to reflect on them as a network of educational commons. They serve as mirrors through which we can look for ways to run down pointless levels of consumption, and to scream against pointless technocratic experiences, and to create more scalable, resilient production and distribution systems that are socially-defined. The idea that under globalisation, in which capital, production, the state, classes and media and culture are ‘without borders’, can be made better and more responsive to our existence in localised spaces is untenable. We require a process of deliberation that is against those who would carry out the logic of a system of global feudalism, where an increasingly powerful minority control/trade/commodify both the scarcity and abundance of resources.

What the process of creating a Commons or Network of Commons through dissent, occupation, protest and refusal has shown us is the courage we share to imagine and re-produce something different. In the face of the increasing extraction of value from our lives, and in the face of the meaningless of a life lived for compound economic growth, and in the face of our powerlessness within the system defined for us by transnational elites, and in face of the use of collectivised force by our elected politicians against us, the educational solidarity of our occupations has shown, as Harvey described, that only people acting and educating as co-operative, social forces can save us now.


A teach-in at Tent City University and the struggle for alternatives


Posted by hallymk1

*Originally posted at Learning Exchanges on 7 November 2011

I spoke at a session for Tent City University yesterday, with Polly Toynbee, George Monbiot, Alex Callinicos, Dave Hill, Guy Mitchell of the Really Open University, and a student activist from the Education Activist Network. My intention was to connect to the details of the cuts that Toynbee and Monbiot raised, to connect these to the ideological points that were raised about the crisis of capitalism by Callinicos and Hill, and to create a space to talk about the Social Science Centre in Lincoln as a radical response to the crisis. This point was then picked-up by Mitchell and the EAN representative who made clear statements about connecting alternatives to existing sites of protest, as a web of resistance, and about the courage that we could take from the protests against the imposed quickening of neoliberal shock doctrines across the globe this year.

The points that I emphasised are noted below. However, it is worth revisiting them in light of an email exchange I had with my comrade and Cuban expert George Lambie about the crisis. George wrote that:

As you know there are also many things happening around the crisis at the moment and we are getting close to the limits of money printing, which is being replaced by value extraction from societies. In my view this represents a systemic change in the organisation of capitalism with huge consequences, especially for the Keynesian-nurtured middle classes which the first wave of neo-liberalism undermined, but did not destroy.

Enclosed within this space, and now under the cosh of neoliberalism, is the University. My statement on that institution and the crisis follows.

I briefly wish to address the idea of the University. And in particular what is the University for in the face of the discipline of debt and the kettle?

ONE. On the question of alternatives. At Zuccotti Park on Sunday 9 October, Slavoj Žižek argued that “the taboo is broken, we do not live in the best possible world, [and so] we are allowed and obliged even to think about alternatives. There is a long road ahead, and soon we will have to address the truly difficult questions – questions not about what we do not want, but about what we DO want. What social organisation can replace the existing capitalism?” This is a process of overcoming the elite’s interpretive myths – of being-in-excess of their hegemony over us. Of living beyond their enclosure of our lives.

TWO. On hegemony. And yet in education we are told to focus upon finding mechanisms to maintain business-as-usual. As Jeffrey Williams notes of the USA

“Universities are now being conscripted as a latter kind of franchise, directly as training grounds for the corporate workforce; this is most obvious in the growth of business departments but impacts English, too, in the proliferation of more ‘practical’ degrees in technical writing and the like. In fact, not only has university work been redirected to serve corporate-profit agendas via its grant-supplicant status, but universities have become franchises in their own right, reconfigured according to corporate management, labor, and consumer models and delivering a name brand product.”

And in the UK the Coalition Government, in its undemocratic implementation of policy enacted through post-election horse-trading rather than agreed manifesto, is very clear that “The White Paper [Students at the heart of the system] comes as part of the wider government agenda to put more power in the hands of the consumer”, and that HE “should evolve in response to demand from students and employers, reflecting particularly the wider needs of the economy.” Higher education is explicitly a commodity now, to be consumed in depoliticised warehouses and bent on utilitarian ends. It is explicitly open to market forces and for-profiteering. This exposes it to risk, hedging, venture capitalism, and the treadmill of competition. As the militant accountant Richard Murphy argues “the proposed increases in fees, with increased debt obligations to match is not an education policy: it is, I suggest, a policy designed to provide the financial markets with a new form of collateralised debt obligation that they can trade now that mortgages are not available to meet the demand for such products.”

This means that all of the social relationships we develop and nurture within higher education are subject to the rule of money. To the discipline of debt. Such that debt becomes a pedagogy. Our disciplines are sites for the production of cognitive capital, and are overlain by a hidden curriculum of separation, individuation, competition and debt. This is the violence of our ongoing crisis, through which the idea and the reality of the University is attacked. As the eminent Marxist Simon Clarke notes ““The sense of a world beyond human control, of a world driven to destruction by alien forces, is stronger today than it has ever been”.

THREE. On symbolic power. Yet the University remains a symbol of places where mass intellectuality, or knowledge as our main socially-productive force, can be consumed/produced and contributed to by all. The University remains a symbol of the possibility that we can create sites of opposition and critique, or where we can renew histories of denial and revolt, and where new stories can be told, against what the student-activist Aaron John Peters calls states of exception that enclose how and where and why we assemble, associate and organise. This symbolic power-to critique and negate what is denied to us, to overcome the alienation of our knowledge from our lives, is reflected by the spaces that academics take up within and against the neoliberal university. This symbolic power connects to what the Edufactory Collective have termed “Transforming mobilizations around the public into the organization of institutions of the common”. They argue that enhancing the politics of the common is “the political task today.” That discussing in association our common wealth is a central political project, with a critical role for academics and students, acting as scholars.

FOUR. On our histories of resistance. In sets of occupations and teach-ins and free exchange, some of which are incubated inside the University, the symbolic possibilities of higher education might connect into this “organization of institutions of the common”. Here, then we might reconnect to the historical traditions of higher learning beyond the University. We might look to more radical experiments in higher learning, not institutionalised higher education. Our re-reading of historical experiments offer a rich tapestry of what is possible in the face of institutionalised discipline: and so we have William Lovett’s Public Halls or Schools for the People, which are deeply connected to the History of the National Union of Working Classes, the London Working Men’s Association and the Chartists; and we have the worker-student Popular Education projects that connected to 1968 and the Indiani Metropolitani of the Italian Autonomia movement; and we have the anti-Apartheid Teachers’ League of South Africa. And in each of these spaces and the hundreds of other refusals, we have representations of how higher education might be dissolved, in the form of mass intellectuality or higher learning or excess, into the very fabric of society. It is in this borderless or boundary-less activity, which is overtly political in seeking an exodus from the logic of capital, where academics and students as scholars might contribute to our overcoming of the domineering and alienating historical processes of capitalism.

FIVE. On scholarly work in public. Thus, in the mass of protests that form a politics of events against austerity, academics might consider their participatory traditions and positions, and how they actively contribute to the dissolution of their expertise as a commodity, in order to support other socially-constructed forms of production. How do students and teachers contribute to workerist and public dissent against domination and foreclosure? Where do we discuss alternative value-structures, and an alternative value-system that does not have the specific character of that achieved under capitalism. As the radical Geographer, David Harvey notes, at issue is “to find an alternative value-form that will work in terms of the social reproduction of society in a different image.” Again Edufactory hints at the ways in which scholars can work in public to reveal the crisis and produce alternatives, through: critique of the mechanisms of the general assembly, as a political process; militant research strategies; open publishing and engagement. This is a call for action in public.

SIX. On alternatives. Not only do we have rich histories of popular education within-and-against capitalism to reflect upon and nurture us, but we also have current examples of radical alternatives from where to take courage. And so we can engage with alternatives that seek to demythologise higher education and the processes of teaching-and-learning from a standpoint of critical pedagogy. And this is important because critical pedagogy helps us to critique higher education as it is subsumed under the historical logic of capitalism. It helps challenge the ways in which the elite uses the power of ideas to complement its material and political power, and its cultural hegemony. We see this in the work of the Really Open University and its Space Project in Leeds; and in the work of the outlawed Copenhagen Free University; and in the work of the Really Free School; and in the Peer-to-Peer University; and in the School for Designing a Society; and in the Journals, “Upping the Anti” and “Human Geography”; and in countless other spaces that are trying to describe a world that is in, against and beyond the treadmill dynamic of capital. These webs of resistance form cycles of struggle and refusal, and reveal spaces for alternatives.

SEVEN. On The Social Science Centre. I wish to end by briefly describing one specific space where the production of intellectuality in common is a critical, pedagogic act of resistance, namely the Social Science Centre in Lincoln. The Centre is an unincorporated co-operative, managed by consensus. It exists as a community of scholars and activists, with peer-review, democratic engagement and negotiated, dialogic, social science curricula at its heart. The focus on the social sciences is a deliberate response to the Coalition’s funding agenda. The curriculum is not pre-determined, although it is shaped by the interests and needs of its members; the curriculum is predicated on the idea of student-as-producer. In this process, the hope is that students as scholars become revolutionary social beings within open, socially-driven spaces, rather than becoming institutionalised agents. We hope that by forcing reconceptions of the politics of production, we can demonstrate the precarity of capital. The hope is that this open approach breeds mass, social intellectuality, which is geared to communal problem-solving and transformation. This connectivity is a critique of closed, institutionalised systems of education, which are reinforced through locked institutional technologies and systems. The SSC aims to understand how critical judgments about scholarship – including those that fall outside the present imagination of what constitutes ‘high-quality’ work in academic orthodoxies – can be made and deliberated collectively, and how we can create meaningful criteria for learning and teaching that are not alienating or symbolically violent, but that work to open spaces of possibility for everyone involved. This is not a question of structure or structurelessness, but rather what sort of structuring practices and conditions may be effective for learning authentic, critical, questioning autonomy. In the social sciences. As a model for others to critique and question and re-model. As an act of political refusal.

EIGHT. On courage. The challenge in the Social Science Centre and beyond is for students and academics as scholars to develop a critique in the face of everything. We might, then, consider how students and teachers might dissolve the symbolic power of the University into the actual, existing reality of protest, in order to engage with this process of transformation. We might then return to Zizek’s focus not about what we do not want, but about what we DO want, in order to consider the courage it takes to reclaim and re-produce our politics and our social relationships, in the face of their enclosure.

After the teach-out I joined our young people as they marched to the Occupation at St Pauls. And I witnessed how the fear of discussion and protest drives the State to brutalise and intimidate. And I witnessed adult men in body armour, riot shields, truncheons and plastic bullets, herd then kettle young people armed with dub-step and percussion instruments. And I heard a deafening silence from our education leaders in the face of this brutalisation. And I witnessed how the courage we demonstrate in our struggle for alternatives is their precarity.

My photos are here.


Triple crunch and the politics of educational technology


Posted by hallymk1

*Originally posted at Learning Exchanges on 4 November 2011

I want to make a brief return to one implication of the ideas fleshed out by Joss Winn earlier this year in a post on the Triple Crunch, which focused on peak oil, climate change and the economic realities of business-as-usual, and then in my response on Triple Crunch and the Politics of Educational Technology. This implication is the role of academics and scholars; it is academic activism.

In his post Joss wrote: “It’s time that a co-ordinated effort was made by the sector to examine these issues in detail, involving academics from across disciplines as well as business continuity managers and VCs”. I concluded that academics and scholars might usefully contribute to story-telling that enables us “to critique in common the ahistorical truisms of liberal democracy, that technology and education can only meaningfully serve capitalist expansion, through discourses of finance capital that are related to value-for-money, efficiency, private/public, and the market.” We used the detail of climate change and liquid fuel availability inside our reality of capitalist social relations, to question the idea of the University.

This morning I read three things that stimulated a return to this question.

1.   The weekly Oil Depletion Analysis Centre’s Newsletter (for 4 November 2011). In developing an analysis of the week’s events that impact on liquid fuel availability, the newsletter highlighted the Euro bailout and Greek politics, persistent Brent crude oil costs of$100/barrel, the UK Coalition Government’s decision to halve the feed-in tariff for solar energy, and a report from Cuadrilla Resources that it was “highly probable” that earthquakes in Blackpool were caused by their fracking activities. ODAC highlighted that:

“The UK today represents a microcosm of the current energy dilemma. Oil and gas production are in decline, energy costs are rising, and the race to avoid the worst impacts of climate change requires drastic cuts in emissions. Shale gas, along with tar sands and shale oil, offer an illusion that business might be able to continue as usual, but these are lower quality resources in terms of the energy they require to produce, pollution, and emissions. They are not the cheap energy sources on which our economy depends, and betting on them risks slowing the transition to a more resilient energy future.”

We might then ask, how are Universities addressing this dilemma in their forms, practices and research engagement?

2.   In a note on #OccupyLSX, Pierce Penniless argues for political engagement and action that is deeply connected to everyday realities. He argues that:

“We are living in an extraordinarily hot political moment, in which people’s politics are changing rapidly – and in which systemic popular dissent is more visible than it has been for a long time. That it is systemic is most interesting: for all the reductive slogans about bankers and their bonuses, the political conversation that emerges in the camp is far more about systemic change than some peculiar bad bankers.”

PP grounds an issue I made around the time of the occupation of the Michael Sadler building in Leeds last November, in arguing for a process of deliberation focused upon re-production of our everyday realities. PP argues that his main point is to encourage experienced political activists to engage. However it might also be written about academics and scholars in grounding, theorising and supporting the development of alternatives. He writes:

“you need to engage this movement, and it won’t be comfortable doing so. I was down there almost continually, and one thing that’s striking is that its representation online bears little resemblance to what’s actually happening in reality. What’s happening is happening there, not on the computer screen.”

We might then ask how are academic and scholars addressing this dilemma in their practices and research engagements? How are we becoming activist? What are we working for?

3.   Etienne Dubuis in Le Temps (in French, but translated at WorldCrunch), picks up on a point that has been increasingly made in Africa, about corporate land-grabs in what the global North terms “developing nations”. In this capitalist accumulation by dispossession universities in the global North are implicated in a process that reveals real-world examples of the impact of the triple crunch:

“The increasing production of biofuels also explains why international buyers are becoming so interested in purchasing agricultural lands, while the 2008 economic crisis also heralded land ownership as a relatively safe investment alternative.”

Whilst Dubois questions “how the benefits should be divided among investors, host states and local communities?” We might also ask how the risks are divided, and aligned with this what is the role of the universities in the global North and their internationalisation agendas?

In trying to open some of these debates up to a trans-disciplinary audience, and to one which is also focused on technology, Joss and I have a paper being published in e-Learning and Digital Media later this month, in which we consider:

the impact that peak oil and climate change may have on the future of higher education. In particular, it questions the role of technology in supporting the provision of a higher education which is resilient to a scenario both of energy depletion and the need to adapt to the effects of global warming. One emerging area of interest from this future scenario might be the role of technology in addressing more complex learning futures, and more especially in facilitating individual and social resilience, or the ability to manage and overcome disruption. However, the extent to which higher education practitioners can utilise technology to this end is framed by their approaches to the curriculum, and the sociocultural practices within which they are located. The authors discuss how open education might enable learners to engage with uncertainty through social action within a form of higher education that is more resilient to economic, environmental and energy-related disruptions.It asks whether more open higher education can be (re)claimed by users and communities within specific contexts and curricula, in order to engage with an increasingly uncertain world.

In the paper we hint at a re-focusing on deliberation; and a need to find spaces for such deliberation. This includes active engagement with the politics of events that is unfolding around us, at Occupy Wall Street, or Occupy Oakland, or in critiquing communiqués, or in delivering sessions at Tent City University as Mike Neary has recently, or at more established community events. This is part of the struggle for alternative ways of producing our realities and distributing our abundance and overcoming scarcity. Thus Joss and I argue for

social relationships that are redefined by educators and students, and [a] focus on people and values that is in turn assembled through open education. In overcoming alienation and disruption, a resilient education underpinned by open technologies and architectures enables us to critique and overcome unsustainable, commodified, institutionalised forms of education. The challenge is to develop such a critique in the face of everything.

This last statement is refracted by the key point that I take from PP’s cry for experienced activists to work within and for what might be at #occupylsx and at the aligned Tent City University. Only I look at it in terms of experienced academics working in similar spaces to help shine a light on what is denied in our world. To shine a light on the denial of a meaningful conversation about alternatives, in the face of the crisis that is revealed in austerity, in climate change, in resource depletion and in peak oil. And which is revealed at first in the Global South, but as ODAC highlights, which is also so much closer to home than we are allowed to imagine in our desperation for sustainability or business-as-usual.

And we might then reflect on the scholarly role given in A Message to Wisconsin’s Insatiable Workers and Students earlier this year:

Teachers, elaborate your teach-ins. Tell your story, encourage everyone you touch to say why collective struggle (not just bargaining) is a necessary part of our position in this world. Talk about your dying grandmother. Talk about your difficult addictions. Talk about history. This law is an attempt to conceal the realities of our daily lives and to liquidate those stories from the future. Reveal this, and make possible the education that was never allowed in school.

NOTE: Third University will be leading sessions as part of Leicester’s Community Media Week this Sunday and Monday, on social media for protesters. The focus will be on safety and story-telling. I will also be helping at a teach-out as part of Tent City University next Wednesday, on the implication of these issues on academic activism. In solidarity.


In, Against, and Beyond The University: for the courage of boundary-less toil


Posted by hallymk1

*Originally posted at Learning Exchanges on 11 November 2011

“It isn’t for the moment that you are struck that you need courage, but for the long uphill climb back to sanity and faith and security.”

Anne Morrow Lindbergh

ONE. At Liberty Plaza on Sunday, Žižek argued that “the taboo is broken, we do not live in the best possible world, [and so] we are allowed and obliged even to think about alternatives. There is a long road ahead, and soon we will have to address the truly difficult questions – questions not about what we do not want, but about what we DO want. What social organisation can replace the existing capitalism?

TWO. This re-framing of alternatives demands that we move against historically positivist thinking, which maintains business-as-usual as our only option. It demands that we move against simple problem-solving arguments that see us making puncture-repairs to reason, justice, and universality, or in plaintively arguing for “a better capitalism”. The more courageous step is to re-imagine and re-produce an overcoming of this historically-specific, alienating capitalist system. We need an ontological critique of what is, on the basis of what could be. This is a process of overcoming the elite’s interpretive myths – of being-in-excess of their hegemony over us. Of living beyond their enclosure of our lives.

THREE. And this forms a process of re-inscribing our place in the crisis beyond what those with power-to chose to reveal. On Tuesday 11 October, the European Systemic Risk Board stated that:

  • There is a global crisis of sovereign risk;
  • The transnational financial crisis has reached a systemic dimension;
  • There is an upwardly rising risk of contagion; and
  • After a period of leveraging, we are experiencing a period of correction.

And yet in education we are told to focus upon finding mechanisms to maintain business-as-usual. And in the background our technologies-in-education are underpinned by corporate imperialism, war and human rights atrocities. Our technologies-in-education are a mechanism for profit and enclosure and the re-production of power, based upon a history of labour-in-capitalism. We are increasingly separated from the reality of our being. This is the violence of our ongoing crisis, through which the idea and the reality of the University is attacked.

FIVE. Dowrick argues that it becomes possible to gain courage and unearth resilience when giving up the wish that things are other than they are; when surrendering to the painful truth of what is. In this space it is possible to recast our lives through sharing, exchange, openness, and against hoarding, privatisation, enclosure. Against the risk of cynicism or passivity that tells us there is no alternative, to fight for that alternative takes courage.

SIX. And what of courage and alternatives and the University? We might argue, pace Holloway, that by fetishising the University as a site of the production of alternatives, we isolate it from its social environment: that we attribute to the University an autonomy of action that it just does not have. In reality, what the University does is limited and shaped by the fact that it exists as just one node in a web of social relations. Crucially, this web of social relations centres on the way in which work is organised. The fact that work is organised on a capitalist basis means that what the University does and can do is limited and shaped by the need to maintain the system of capitalist organisation of which it is a part. Concretely, this means that any University that takes significant action directed against the interests of capital will find that an economic crisis will result and that capital will flee from the University’s territory.

SEVEN. Yet the University remains a symbol of places where mass intellectuality, or knowledge as our main socially-productive force, can be consumed/produced and contributed to by all. The University remains a symbol of the possibility that we can create sites of opposition and ontological critique, or where we can renew histories of denial and revolt, and where new stories can be told, against states of exception that enclose how and where and why we assemble, associate and organise. This symbolic power-to critique and negate what is denied to us, to overcome the alienation of our knowledge from our lives, is reflected by the spaces that academics take up within and against the neoliberal university, and might be revealed in boundary-less toil beyond the borders of higher education.

EIGHT. The Edufactory Collective have highlighted the political, activist importance of such boundary-less toil in this historical moment. They argue: “The political question which, from Tunisia to the UK, India to Latin America, revolutionary movements and revolts pose is the alliance or the common composition of different subjects and struggles. Transforming mobilizations around the public into the organization of institutions of the common: this is the political task today.”

NINE. In sets of occupations and teach-ins and free exchange, incubated inside the University, the symbolic possibilities of higher education might connect into this “organization of institutions of the common”. Here, higher education might be dissolved, in the form of mass intellectuality or higher learning or excess, into the fabric of society. It is in this borderless or boundary-less activity, which is overtly political in seeking an exodus from the logic of capital, where academics might contribute to our overcoming of the historical processes of capitalism.

TEN. Thus, in the mass of protests that form a politics of events against austerity, academics might consider their participatory traditions and positions, and how they actively contribute to the dissolution of their expertise as a commodity, in order to support other socially-constructed forms of production. How do students and teachers contribute to a re-formation of their webs of social interaction? How do students and teachers contribute to workerist and public dissent against domination and foreclosure? Where do we discuss alternative value-structures, and an alternative value-system that does not have the specific character of that achieved under capitalism. As Harvey notes, at issue is “to find an alternative value-form that will work in terms of the social reproduction of society in a different image.”

ELEVEN. We might, then, consider how students and teachers might dissolve the symbolic power of the University into the actual, existing reality of protest, in order to engage with this process of transformation. We might then consider the courage it takes to reclaim our politics and our social relationships.