Local intellectual cultures are undermined, and the potential wealth of global diversity in knowledge formation is shrunk to a single hierarchy of centrality and marginality. Second is the entrenchment of social hierarchies in knowledge production and circulation. Access to the means of producing knowledge is also concentrated — one measure is the institutional distribution of ARC grants, another is the scale of our casual teaching workforce, not resourced for research despite being trained for it.
The rise of Intellectual Property regimes under neoliberalism creates fences around knowledge itself. But it happened through neoliberal mechanisms that undermined the democratic potential of social investment in higher education. Rather than opening out the knowledge system in participatory ways, our power-holders have systematically fenced and stratified the republic of knowledge to the point where there is no popular ownership of science or humane knowledge.
Third, and perhaps most serious, is the impact of market logic on our relation with truth. Research workers in all our fields know how hard it actually is to establish truth.
This is not a responsibility one can take lightly, and it is contradicted by the public presentation of a fantasy university. When I walk down Eastern Avenue and see my university hanging up vainglorious banners saying how wonderful we are, my heart sinks. Marketing logic has pushed Australian universities like others to invent selling points and halo effects, an imaginary world of breakthroughs and great minds and blue-sky payoffs.
To be blunt, it pushes universities into a realm of calculated misrepresentation that is hard to distinguish from lying. And in conclusion… The purpose of this paper is to invite a discussion of issues that are fundamental to the future of the university. To invite this, of course, is to assume that there are alternatives worth talking about. Neoliberalism is the dominant policy logic in our world. One can of course embrace it, as the Vice-Chancellor at Melbourne has recently done with evident joy. But it is not the only possible logic, and there is more than one way to respond to the neoliberal pressures that exist.
Neoliberal policymaking, once brutal, now prefers to govern indirectly, through regimes of incentives and disincentives. The rewards and costs are real, and reckoning with those regimes is inevitable. But in doing so we are not obliged to treat staff ruthlessly, we do not have to construct fantasies about ourselves, we need not defer to Harvard, and we need not pretend to be BHP . Modern intellectual labour involves complex forms of cooperation requiring trust and reciprocity; it involves both a critical and affirmative relationship with existing knowledge, so the process is cumulative and educative; and it is inherently unpredictable and open-ended, therefore in an important sense ungovernable.
Shaping institutions to foster and support such labour by students as well as staff is not easy, but it is a task worth our intelligence and commitment. It will require some nerve, it will have costs, and it will require confidence in ourselves as a university. This paper was prepared for discussion at the Academic Board of the University of Sydney. MySchool is a federal government website listing all schools in the country and giving their test results, which the media immediately convert into league tables treating schools as competing firms or football teams.
It is widely condemned by academic staff but used in publicity by university management — when their departments come out well. To its credit, the ARC has tried to remain independent. It was a miner, then a steelmaker, now with neoliberal deindustrialization is entirely a miner again, amalgamated with Billiton then owned in South Africa, formerly Dutch to form what is currently the biggest mining firm in the world, exporting huge quantities of iron ore and coal from Australia. It does not yet have the toxic effect of MySchool given by competitive test results, but that is only a matter of time.
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References Connell, Raewyn. Davis, Glyn. National Press Club address: Glyn Davis on the quiet revolution in higher education. Gill, Rosalind.
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Breaking the silence: the hidden injuries of neo-liberal academia. Flood and R. Gill, ed. Hountondji, Paulin J. Knowledge appropriation in a post-colonial context. Odora Hoppers, ed.
Lyotard, Jean-François. Minneapolis, University of Minnesota Press. Marginson, Simon. Dynamics of national and global competition in higher education. Higher Education, vol. May, Robyn et al. The casual approach to university teaching: time for a re-think? Krause et al. Gold Coast, Australia, July Olssen, Mark and Michael A. Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism.
Journal of Education Policy, vol. Knowledge is abused and misused on a daily basis. Furthermore, from my personal experience many young people want to attend universities in order to enhance their social status in society, pretending to know it all. Dariusz 2 years ago Reply Education is changed in Poland to is a loot of work but is possible to better change… Terveysjutut 2 years ago Reply I hope Poland is doing well, wishing you the best! Sinkki 2 years ago Reply I wish the goverment would spend more on education since the returns are so great.
I seriously appreciate people like you! Take care!! Bill Meyers 4 years ago Reply Great post. ISBN He had to publish it himself overseas and online and as a cheap paperback. The truth hurts. I would greatly appreciate if you could e-mail it to me. Thanking you in advance. Dolores Melbourne 4. Louis Vuitton Shoes 4 years ago Reply Our graphic novel talks about his early life and education, his career with Apple Computer, NeXT Computer, Pixar and Disney, his association with Apple and his personal life also available on any public domain and his health issues.
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