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The Philosophy of Open Learning

Peer Learning and the Intellectual Commons

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Edited By Markus Deimann and Michael A. Peters

In this book, internationally recognized scholars provide in-depth insight into the emerging field of open education. The Philosophy of Open Learning provides an overview of the current debates and introduces the reader to the overall discourse on open education. The broad range of topics, including MOOCs (Massive Open Online Courses) and OERs (Open Educational Resources) is aimed at demonstrating that open education has emerged as a new principle for organizing higher education. Based on this idea, the book covers various issues that are backed up by thorough philosophical reflections that provide orientation for the heated debates. Open education is discussed in its various imbrications to other open movements, such as open access, and its relevance for education over the last fifteen years.
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Chapter Seven: Another World Is Possible: The Relationship Between Open Higher Education and Mass Intellectuality

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CHAPTER SEVEN

Another World Is Possible: The Relationship Between Open Higher Education AND Mass Intellectuality

RICHARD HALL

 

Since the economic crisis of 2007 the politics of austerity has subsumed academic and student labour across the higher education (HE) sector in the global North (Hall, 2015a; McGettigan, 2013; Winn, 2015). One outcome is that this labour is conditioned by the interrelationships between first, lives that are conditioned by productivity, and second, the use of high technology to proletarianise educational work (Basu & Vasudevan, 2011; Bellamy Foster & Yates, 2014). Across the HE sector, this process of conditioning is realised through, for instance, internationalisation strategies like open education and massive open on-line courses (MOOCs), a recalibration of curricula around student entrepreneurialism, the use of performance management techniques and learning analytics and a rapid increase in institutional and student debt (Crawford, 2014). In terms of the political economy of HE, these innovations are used to overcome the barriers to the production, circulation and accumulation of surplus value in that sector. As a result, HE and the university become a means for the production of value, as well as enabling the calibration of national and transnational relations of production (Byrne, 2014; Hancock, 2014).

In this analysis, the idea of HE is incorporated inside a cultural turn toward entrepreneurialism and competition, which are themselves immanent to processes of financialisation and marketisation (Davies, 2014; McGettigan, 2013). The interplay between financialisation and marketisation...

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