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"Zipin, Lew"
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How council-management governance troubles Australian university labours and futures : Simplistic assumptions and complex consequences
This paper diagnoses how Australian universities are troubled by a mode of institutional governance that debilitates academic labours and harms university sector capacities to contribute to social futures. This mode, which I call Council-Management Governance (CMG), comprises: an executive level of Council and Senior Management; a line-management chain that extends between executive level and academic labour grounds; and a range of auxiliary offices and actors. I consider CMG actors not as personalities but as epistemic enactors of positions in a governance system, focusing on how they 'see things' from these positions. As well, I situate CMG activities and logics in broader contextual forces acting on universities from outside. A key theme is that CMG runs on power-invested simplifications that generate damaging consequences in the complex grounds of academic labour. I further consider how/why CMG resists hearing grounded academic wisdom about consequences, instead exerting power to restructure academic work in ways that weaken academic agency. This relational dynamic between CMG power and academic disturbance features emotive and ethical dimensions as well as epistemic. I conclude with a gesture to possibilities that academics might mobilise ethico-emotive energies proactively, to re-purpose university labours, and their governance, towards renewed affective care for social futures. [Author abstract]
Journal Article
How council-management governance troubles Australian university labours and futures: Simplistic assumptions and complex consequences
This paper diagnoses how Australian universities are troubled by a mode of institutional governance that debilitates academic labours and harms university sector capacities to contribute to social futures. This mode, which I call Council-Management Governance (CMG), comprises: an executive level of Council and Senior Management; a line-management chain that extends between executive level and academic labour grounds; and a range of auxiliary offices and actors. I consider CMG actors not as personalities but as epistemic enactors of positions in a governance system, focusing on how they 'see things' from these positions. As well, I situate CMG activities and logics in broader contextual forces acting on universities from outside. A key theme is that CMG runs on power-invested simplifications that generate damaging consequences in the complex grounds of academic labour. I further consider how/why CMG resists hearing grounded academic wisdom about consequences, instead exerting power to restructure academic work in ways that weaken academic agency. This relational dynamic between CMG power and academic disturbance features emotive and ethical dimensions as well as epistemic. I conclude with a gesture to possibilities that academics might mobilise ethico-emotive energies proactively, to re-purpose university labours, and their governance, towards renewed affective care for social futures.
Journal Article
Alternative education provision : a dumping ground for 'wasted lives' or a challenge to the mainstream?
This paper draws on Zygmunt Bauman's 'Wasted Lives' to explore the ways in which young people are constructed in an alternative education site in a regional Queensland (Australian) city. It draws heavily on interview data collected from the school principal to document the ways in which the school resists constructions of the 'rubbish student'. This resistance, the authors suggest, provides an indication of how mainstream schools can better serve the needs of some of their most marginalised students. [Author abstract]
Journal Article
Alternative education provision: A dumping ground for 'wasted lives' or a challenge to the mainstream?
This paper draws on Zygmunt Bauman's Wasted Lives to explore the ways in which young people are constructed in an alternative education site in a regional Queensland (Australian) city. It draws heavily on interview data collected from the school principal to document the ways in which the school resists constructions of the 'rubbish student'. This resistance, we suggest, provides an indication of how mainstream schools can better serve the needs of some of their most marginalised students.
Journal Article
Foreword
South Africa’s starkly segregated spatial geographies – impoverished and prosperous settlements only short distances apart – correlate with gross disparities in education provisions, thus displaying what Kozol (1991) famously referred to as ‘savage inequalities’. In his research across city districts of the ‘advanced capitalist’ United States of the 1980s, Kozol studied how intersecting class-race structures of unequal power reflect in sharply distinct demographics, linked to school resource disparities, across neighbourhoods in close proximity. From statistical and ethnographic data, Kozol provided relational analysis of how schools in well-off and ‘white’ areas held gross educational advantages over schools in zones populated by
Book Chapter
Uneasy alliances: University, workplace, industry and profession in the education doctorate
The phenomenon of Professional Doctorates in Australia has come at a time of great change in the higher education sector. Such change includes an intensified imperative for universities to establish ‘partnerships’ with industry and the professions. The Professional Doctorate is, in part, a consequence of such changes and is also helping to effect them. However, in its examination of the Education Doctorate, this paper problematises the notion of partnerships and indeed the various policy constructions of the parties involved. Through fictionalised accounts of standpoints of a higher education policy maker, an EdD student, an academic in an EdD program and a member of the education industry, it identifies some of the tensions involved within and between such categories. In so doing it suggests some matters that require research and pedagogical attention.
Journal Article