Peer Learning and the Intellectual Commons
Edited By Markus Deimann and Michael A. Peters
Chapter Seven: Another World Is Possible: The Relationship Between Open Higher Education and Mass Intellectuality
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Another World Is Possible: The Relationship Between Open Higher Education AND Mass Intellectuality
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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