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"Winn, Joss"
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Mass intellectuality and democratic leadership in higher education
\"Higher education in the UK is in crisis. The idea of the public university is under assault, and both the future of the sector and its relationship to society are being gambled. Higher education is increasingly unaffordable, its historic institutions are becoming untenable, and their purpose is resolutely instrumental. What and who have led us to this crisis? What are the alternatives? To whom do we look for leadership in revealing those alternatives? This book critically analyses intellectual leadership in the university, exploring ongoing efforts from around the world to create alternative models for organizing higher education and the production of knowledge. Its authors offer their experience and views from inside and beyond the structures of mainstream higher education, in order to reflect on efforts to create alternatives. In the process the volume asks: is it possible to re-imagine the university democratically and co-operatively? If so, what are the implications for leadership not just within the university but also in terms of higher education's relationship to society? The authors argue that mass higher education is at the point where it no longer reflects the needs, capacities and long-term interests of global society. An alternative role and purpose is required, based upon 'mass intellectuality' or the real possibility of democracy in learning and the production of knowledge.\"-- Provided by publisher.
Book
Mass Intellectuality and Democratic Leadership in Higher Education
Higher education in the UK is in crisis. The idea of the public university is under assault, and both the future of the sector and its relationship to society are being gambled. Higher education is increasingly unaffordable, its historic institutions are becoming untenable, and their purpose is resolutely instrumental. What and who has led us to this crisis? What are the alternatives? To whom do we look for leadership in revealing those alternatives? This book critically analyses intellectual leadership in the university, exploring ongoing efforts from around the world to create alternative models for organizing higher education and the production of knowledge. Its authors offer their experience and views from inside and beyond the structures of mainstream higher education, in order to reflect on efforts to create alternatives. In the process the volume asks: is it possible to re-imagine the university democratically and co-operatively? If so, what are the implications for leadership not just within the university but also in terms of higher education’s relationship to society? The authors argue that mass higher education is at the point where it no longer reflects the needs, capacities and long-term interests of global society. An alternative role and purpose is required, based upon ‘mass intellectuality’ or the real possibility of democracy in learning and the production of knowledge.
eBook
Hacking in the University: Contesting the Valorisation of Academic Labour
In this article I argue for a different way of understanding the emergence of hacker culture. In doing so, I outline an account of ‘the university’ as an institution that provided the material and subsequent intellectual conditions that early hackers were drawn to and in which they worked. I argue that hacking was originally a form of academic labour that emerged out of the intensification and valorisation of scientific research within the institutional context of the university. The reproduction of hacking as a form of academic labour took place over many decades as academics and their institutions shifted from an ideal of unproductive, communal science to a more productive, entrepreneurial approach to the production of knowledge. A such, I view hacking as a peculiar, historically situated form of labour that arose out of the contradictions of the academy: vocation vs. profession; teaching vs. research; basic vs. applied research; research vs. development; private vs. public; war vs. peace; institutional autonomy vs. state dependence; scientific communalism vs. intellectual property.
Journal Article
Amateurs, Autodidacts, and the First Decade of Classical Guitar-Making in Britain
Owing to the dearth of information available to prospective guitar-makers, I was forced to the examination of existing instruments, both good and bad, the perusal of short articles which appeared from time to time in Guitar News and other publications, the examination of the difficulties experienced in matters of intonation and tonal production by players . . . combined with my knowledge of woodworking, instrument making in particular, and a certain amount of commonsense.1 This article explores the first decade of classical guitar-making in Britain (1948-1957) and discusses the efforts of amateurs and autodidacts in the recovery, codification, and instruction of traditional craftknowledge and skills.2 Although the \"heritage craft\" of stringed-instrument making (lutherie) in the UK is currently regarded as \"viable,\"3 during the first half of the twentieth century the tradition of what we now call \"classical\" guitar-making had all but disappeared from Britain. There is literature on the history of composition, technique, and performance of the classical guitar repertoire4 and several decades of scientific studies on the instrument's acoustic qualities,5 yet studies of the craftof guitar-making are rare and in the case of twentieth-century classical guitar-making in Britain, there is a notable absence of scholarly research.6 There is a body of technical literature on classical guitar making, such as that published since 1972 by the Guild of American Luthiers, much of it written by and for practitioners. From publications during that period we can see how both explicit and tacit knowledge had to be applied through experimentation, learned by self-instruction and embodied through repeated practice of the craft.17 Significant interest in the classical guitar in Britain can be traced to Andrés Segovia's first visits to the country in December 1926 and January 1927, when he played at the Aeolian Hall and the Wigmore Hall, London.18 A review of his 1926 performance in the London Evening News claimed that \"Those who imagined the guitar to be of much the same nature as the vulgar banjo were astounded to hear Mr. Segovia play Bach on it with unsurpassable effect. [...]this guitar \"may have been the most influential classical guitar of the twentieth century.
Journal Article
Review of Richard Hall (2018). The Alienated Academic. The Struggle for Autonomy Inside the University
Recently, the emphasis has been on ‘academic identity’, responding to a decline in the conditions of academic labour across the world and the instrumentalised role of universities in national economies. Where Hall’s book differs from much of the literature on the marketisation of higher education and threats to professional identity, is his thoroughgoing, relentless attempt to explain what is happening at a categorical level that cuts through (i.e. intersects) the differences in professional experience in order to find what is common among us. ~ He is an academic. [...]to see the problem as marketisation, metrics or managerialism is to mistake the manifestation for the cause of our problems.
Journal Article
There is an alternative: A report on an action research project to develop a framework for co-operative higher education
This report provides an interim account of a participatory action research project undertaken during 2015–16. The research brought together scholars, students and expert members of the co-operative movement to design a theoretically informed and practically grounded framework for co-operative higher education that activists, educators and the co-operative movement could take forward into implementation. Our dual roles in the research were as founding members of the Social Science Centre, Lincoln, an autonomous co-operative for higher education constituted in 2011 (Social Science Centre 2013), and as professional researchers working at the University of Lincoln. The immediate context for the research was, and remains, the ‘assault’ on universities in the U.K. (Bailey and Freedman 2011), the ‘gamble’ being taken with the future of higher education (McGettigan 2013), and the ‘pedagogy of debt’ (Williams 2006) that has been imposed through the removal of public funding of teaching and the concurrent tripling of tuition fees (Sutton Trust 2016).
Journal Article
Hacking in the University: Contesting the Valorisation of Academic Labour
In this article I argue for a different way of understanding the emergence of hacker culture. In doing so, I outline an account of ‘the university’ as an institution that provided the material and subsequent intellectual conditions that early hackers were drawn to and in which they worked. I argue that hacking was originally a form of academic labour that emerged out of the intensification and valorisation of scientific research within the institutional context of the university. The reproduction of hacking as a form of academic labour took place over many decades as academics and their institutions shifted from an ideal of unproductive, communal science to a more productive, entrepreneurial approach to the production of knowledge. A such, I view hacking as a peculiar, historically situated form of labour that arose out of the contradictions of the academy: vocation vs. profession; teaching vs. research; basic vs. applied research; research vs. development; private vs. public; war vs. peace; institutional autonomy vs. state dependence; scientific communalism vs. intellectual property.
Journal Article
Beyond Public and Private A Model for Co-operative Higher Education
In 2010, following a policy review into higher education in England (Browne 2010), the newly elected Coalition government increased tuition fees three-fold and removed all public funding from the arts, humanities and the social sciences. [...]we are aware of the continuing dangers of co-option, recuperation and exhaustion as negotiations for institutional reform progress through the complex labyrinth of university committee structures; as well as the ever-present threat of police violence that hangs over any academic and student protest. In this context it is important to continue with experiments in democratic decision-making in ways that constitute a genuine transfer of power from the current university leadership and management to students, academics and other forms of university labour, including cleaners, porters and catering staff. Bhandar, Brenna (2013) A Right to the University, London Review of Books blog. (accessed 16th December 2014) http://www.lrb.co.uk/blog/2013/12/10/brenna-bhandar/a-right-to-the-university/ Browne, John (2010) Sustaining a Sustainable Future for Higher Education: An Independent Review of Higher Education Funding and Student Finance. (accessed 16th December 2014) www.independent.gov.uk/browne-report Bonnett, Alastair (2013) ‘Something new in freedom’, Times Higher Education. 23rd May. (accessed 16th December 2014) http://www.timeshighereducation.co.uk/features/something-new-in-freedom/2003930.article Conaty, Pat (2014) Social Co-operatives: a democratic co-production agenda for care services in the UK.
Journal Article
Open education: Common(s), commonism and the new common wealth
Open Education, and specifically the Open Education Resources movement, seeks to provide universal access to knowledge, undermining the historical enclosure and increasing privatisation of the public education system. An important aspect of this movement is a reinvigoration of the concept of 'the commons'. The paper examines this aspiration by submitting the implicit theoretical assumptions of Open Education and the underlying notion of 'the commons' to the test of critical political economy. The paper acknowledges the radical possibility of the idea of 'the commons', but argues that its radical potentiality can be undermined by a preoccupation with 'the freedom of things rather than with the freedom of labour'. The paper presents an interpretation of 'the commons' based on the concept of 'living knowledge' and 'autonomous institutionality' (Roggero, 2011), and offers the Social Science Centre in the UK, as an example of an 'institution of the common'1. The paper concludes by arguing the most radical revision of the concept of 'the common' involves a fundamental reappraisal of what constitutes social or common wealth. [PUBLICATION ABSTRACT]
Journal Article
Academic labour and the capitalist university: a critique of higher education through the law of value
The work submitted for examination consists of ten items, with the key sole-authored components comprising a book chapter (Winn, 2012) and four peer-reviewed journal articles (Winn, 2013; 2014; 2015a; 2015b). Other, joint-authored work is intended to be supplementary and to provide further evidence of the two persistent themes of inquiry which my work has been concerned with over the last six years: the role and character of labour and property in higher education, or rather, ‘academic labour’ and the ‘academic commons’. Six of the ten publications discuss these themes through a critique of the role of technology in higher education, in particular the way networked technology forms the practical, ideological and legal premise for the idea and forms of ‘openness’ in higher education. Throughout my work, I treat ‘technology’ as a reified and fetishized concept which masks the more fundamental categories of labour, value and the commodity-form that are concealed in the idea and form of the ‘public university’. I start from the observation that advocates of ‘open education’ tend to envision an alternative form of higher education that is based on a novel form of academic commons but neglect to go further and critically consider the underlying form of academic labour. As such, the product is set free but not the producer. In response, through my publications I develop the theoretical basis for an alternative social and institutional form of co-operative higher education; one in which openness is constituted through a categorial critique aimed at the existing commodity-form of knowledge production.
Dissertation