The (Im)Possibility of the Intellectual Worker Inside the Neoliberal University (original) (raw)

UNIVERSITIES AND THE NECESSARY COUNTER-CULTURE AGAINST NEOLIBERALISM - Nick Couldry (Goldsmiths, University of London)

In various nation-states (including the UK) universities (or institutions of higher education) are being reformed along similar lines – to ensure that their aims and substance are closer to the ‘needs’ of the economy. This development undermines the historic aims of universities as sites where the widest range of people get access to the widest range of knowledge that society and the world needs. The crisis of the university is part therefore of the wider crisis of voice in neoliberal democracies. Moving beyond that crisis requires a counter-culture that defends and rebuilds the values of the university against the force of neoliberal culture. This article argues that in the today’s global crisis of finance and democratic legitimacy what societies need is precisely the open thinking about alternative futures that universities were once empowered to provide. The defence of the university against neoliberal attack is therefore part of the wider defence of democracy

Interrogating the University as an Engine of Capitalism: neoliberalism and academic 'raison d'état'

In the era of knowledge capitalism, universities are consistently regarded as potential 'engines' of capital accumulation and state prosperity. This article will argue that as regards their teaching and research functions – but with specific attention to the research function – universities can be seen to be enacting a type of neoliberal discourse/discursive practice that corresponds to the particular notion of 'raison d'état' raised by Foucault in his 1978-79 Collège de France lectures on neoliberalism. The positioning of monetary accumulation and expansion in the rawest sense as the ultimate desirable goal of universities serves to enact the type of 'limitation of self-regulation' which Foucault describes as a function of the (new) liberal state, conditioned as it is to build itself, and condition all of its behaviour, on the principal goal of economic growth and accumulation, enacting a form of neoliberal governmentality, in Foucault's (and others') terms. Subsequently, a neoliberal conception of science as necessarily wedded to a narrow instrumental-economic idea of technology continues to animate public discourse both at the government and university levels, resulting in a complex – and at times contested – political terrain which revolves around a particular economic regime of truth predicated in growth and accumulation before any other consideration. In this context, universities must grow and expand, but particularly in the ways that are demanded by the particular regime of truth which is hegemonic at the time, which revolve around what is understood here as the neoliberal discourse of knowledge capitalism. This argument is offered with the example of Canada in mind in particular, but with cognizance of related trends active in other countries impacted by the 'knowledge economy' discourse in the OECD group of countries, for instance, and beyond.

“A strange modernity”: On the contradictions of the neoliberal university

2017

While many commentators see neoliberalism as a monolithic force changing universities into businesses, in reality its shared veneer of rhetorical vocabulary obscures profound and irresolvable practical contradictions – contradictions that make university life impossible, even in “business” terms.

Working in, against and beyond the neoliberal university

This paper explores some contemporary issues and challenges facing those working in Adult and Higher Education and possible responses: - contexts and critiques of the ongoing neoliberalisation of both university and wider society - possible responses rooted in critical educational theories speaking to the need for educations for eco-social justice

Strategies of Resistance in the Neoliberal University

Resisting Neoliberalism in Education, 2019

Major changes are taking place in the UK university sector as HE is transformed into a high value commodity on the international market. These changes impact strongly on the day-today experience, relationships and identities of academic staff. This chapter reports on an interview study of academics' writing practices in threeUK Universities and three disciplines. Despite ample and vivid evidence of stress, acceleration of work, loss of autonomy and deteriorating working conditions we found little trace in our data of organized, collective resistance. However, there were many examples of tactical and symbolic workarounds and of staff holding on to core disciplinary values and vocational commitmentsThe chapter suggests that the framework of "everyday resistance" as proposed and documented in many contexts by Scott and others helps us to understand these reactions and how they reflect high levels of discomfort and wider frustration with the directions in which universities are moving.

Beyond the consolations of professionalism: resisting alienation at the neoliberal university

Soundings, 2023

The British university system is in a deep crisis, born of a two-pronged assault. The crisis is born firstly from decades of neoliberal marketisation and the rise of a remote and authoritarian executive elite presiding over a downwardly mobile and culturally deprivileged academic profession. We call this process neoliberal managerialism. It is born secondly from the ideological and political assault on universities, currently led by the Tories, reflecting the resurgence of anti-intellectualism since the millennium. The paper argues that although these currents embody ostensibly conflicting values, they combine and reinforce each other. We illustrate this argument by discussing lacunae in the decolonisation of British universities, notably the colonial ideologies and practices inscribed in neoliberal university governance and management. The final section reflects on how to resist and overcome the crises engulfing UK higher education. Framed by reflections on the positionalities of the authors, it argues that no consolations can be found in old-style academic professionalism, which historically was no less regressive than neoliberal managerialism and often complicit in its rollout. We conclude that academics could instead embrace the ineluctable dynamics of de-professionalisation and work towards an authentic and solidaristic public intellectuality.