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"Shear, Boone"
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Learning under neoliberalism : ethnographies of governance in higher education
\"As part of the neoliberal trends toward public-private partnerships, universities all over the world have forged more intimate relationships with corporate interests and more closely resemble for-profit corporations in both structure and practice. These transformations, accompanied by new forms of governance, produce new subject-positions among faculty and students and enable new approaches to teaching, curricula, research, and everyday practices. The contributors to this volume use ethnographic methods to investigate the multi-faceted impacts of neoliberal restructuring, while reporting on their own pedagogical responses, at universities in the United States, Europe, and New Zealand.\"--Page 4 of cover.
Book
Fight and build: solidarity economy as ontological politics
This essay explores the potential of solidarity economy (SE) as theory, practice, and movement, to engender an ontological politics to create and sustain other worlds that can resolve the existential crises of ecological destruction and historic inequalities. We argue that such a politics is necessary to go beyond the world as it is and exceed the dictates of a dominant modernity—capitalism, white supremacy, patriarchy—that positions itself as the only singular reality—or One World World (Law J (2011) What’s Wrong with a One World World. Heterogeneities. http://www.heterogeneities.net/publications/Law2011WhatsWrongWithAOneWorldWorld.pdf). What is needed are alternatives to development in contrast to alternative developments. Over the past decade, the SE movement in Massachusetts has advanced a fight and build approach, which has reframed economy as a matter of concern, as something that communities can, and already do, shape themselves—and that powerfully disrupts the reality of a singular capitalist economy. At the same time, the heterogeneous elements of SE are caught up in and assembling political projects with multiple orientations: modernist, social justice, and ontological (Escobar, Pluriversal politics: the real and the possible, Duke University Press, Durham, 2020). SE movement can remain stuck in a modernist politics of growing and scaling businesses and jobs. Even though a social justice approach attends to power and is more amenable to a relational view of reality where things only exist in interconnection, it too can remain mired in One World World liberal politics of redistribution and market ‘solutions’. How SE movement might actualize an ontological politics is a matter of care, an attunement to how relational worlds are coming into being and maintained. As an ontological politics, SE is not about economy qua economy at all, but about creating and sustaining worlds, pluriversal realities where we can be in solidarity with other people, beings, and planetary life systems.
Journal Article
Toward an Ontological Politics of Collaborative Entanglement: Teaching and Learning as Methods Assemblage
In this essay I reflect on and theorize efforts to teach, learn, and advance solidarity economy, a movement and design project to create the conditions for community determination and collective well-being. I draw from five years of ethnographic work and two years of teaching efforts to reassemble the resources at hand into a pedagogical intervention along the lines of what Jon Law (2004) describes as a \"methods assemblage,\" a set of practices, techniques, and relations that work to organize and condense particular realities. I explore how a methods assemblage of solidarity economy can open epistemological, ideological, and material trajectories toward other ways of being in the world.
Journal Article
Learning Under Neoliberalism
As part of the neoliberal trends toward public-private partnerships, universities all over the world have forged more intimate relationships with corporate interests and more closely resemble for-profit corporations in both structure and practice. These transformations, accompanied by new forms of governance, produce new subject-positions among faculty and students and enable new approaches to teaching, curricula, research, and everyday practices. The contributors to this volume use ethnographic methods to investigate the multi-faceted impacts of neoliberal restructuring, while reporting on their own pedagogical responses, at universities in the United States, Europe, and New Zealand.
eBook
Learning away from neoliberalism: Lines of connection towards other worlds
In this essay, I envision the university, not simply as a discreet institution with formal boundaries to attend to and defend from neoliberal and conservative assaults, but as a location of possibility from which to locate and advance projects that connect students and ourselves to the possibility of other economic worlds.
Journal Article
Gramsci, Intellectuals, and Academic Practice Today
This essay follows a series of events on the campus of a public university in the Midwestern United States. By examining some of the contemporary political-economic and cultural conditions affecting universities, I explore the production of and constraints on intellectual practice. Building from Antonio Gramsci's conceptualization of intellectuals, I argue that academic intellectuals and academic practices are produced within a highly politicized institution in which hegemony is exercised, and I consider the possibilities of and limitations on resistance. I suggest that counterhegemonic practices are possible through politically engaged scholarship.
Journal Article
Reading neoliberalism at the university
Ongoing transformations of the university - from changing working conditions to issues of affordability and access, increasing 'accountability' measures and commodification of academic production - are increasingly referred to as university corporatisation and are unfolding within and concomitant to neoliberal globalisation. In this paper we outline some of these processes as they are occurring at the University of Massachusetts Amherst and explore the limitations and possibilities of a critical response mounted by a number of students and faculty in the Department of Anthropology. Drawing on ethnographic data and interviews with group participants, as well as our own experiences with the group, we describe and assess this project as a means to investigate and respond to neoliberal governance. Through this analysis we problematise conventional discourses and imaginings of university corporatisation and neoliberalism and explore the sometimes contradictory subject positions that complicate our efforts to respond critically to university corporatisation.
Journal Article
Introduction to the Special Issue
[...]they were terrified not just about their own individual survival but the very existence of humanity and, indeed, life as they knew it. [...]they were unsure why they were even in school. [...]when I rhetorically asked community members to think about whether or not the enhanced policing and security measures over the last twenty years had actually created more secure lives for everyone, a white woman in the audience quickly yelled out \"yes\" unable or unwilling to consider all of the families disrupted by the intensifying surveillance, targeted violence, and mass incarceration of the previous few decades in the United States. What these two stories-(1) undergraduate students suffering in relation to navigating overlapping existential crises, and (2) community members wanting to create safe and secure schools-have in common are the failures of long-held, common-sense understandings to provide meaning and direction to people's lives.
Journal Article
