Abstract
The higher education curriculum in the global North is increasingly co-opted for the production of measurable outcomes, framed by determinist narratives of employability and enterprise. Such co-option is immanent to processes of financialisation and marketisation, which encourage the production of quantifiable curriculum activities and tradable academic services. Yet the university is also affected by global socio-economic and socio-environmental crises, which can be expressed as a function of a broader crisis of social reproduction or sociability. As the labour of academics and students is increasingly driven by a commodity-valuation rooted in the measurement of performance, the ability for academics and students to respond to crises from inside the university is constrained by the market. This article argues that in understanding the relationship between the university and society, and in responding to a crisis of sociability, revealing the bounded nature of the curriculum is central. One possible way to address this crisis is by re-imagining the university through the co-operative practices of groups like the Dismantling the Masters House community and the Social Science Centre. Such an exploration, rooted in the organising principles of the curriculum, asks educators to consider how their curriculum reproduces an on-going colonisation by Capital. It is argued that such work enables a re-imagination of higher education that is rooted in a co-operative curriculum, and which might enable activist-educators to build an engaged curriculum, through which students and academics no longer simply learn to internalise, monitor and manage their own alienation.
Highlights
As a response to ongoing economic crisis and the politics of austerity, the higher education (HE) curriculum in the global North is increasingly co-opted for the production of measurable outcomes
One way of rethinking this process is to critique it from the perspective of those who are excluded, in order to ask: where are the curricula spaces inside formal HE that enable education as the practice of freedom, when the only freedom available is increasingly that of the labour-market?
We address the different ways in which the HE curriculum can be conceptualised, recognising both its contested nature and the ways in which it is problematised and bounded within the university
Summary
The higher education curriculum in the global North is increasingly co-opted for the production of measurable outcomes, framed by d eterminist narratives of employability and enterprise Such co-option is immanent to processes of financialisation and marketisation, which encourage the production of quantifiable curriculum activities and tradable academic services. One possible way to address crisis is by re-imagining the university through the co-operative practices of groups like the Dismantling the Master’s House community and the Social Science Centre. Such an exploration, rooted in the organising principles of the curriculum, asks educators to consider how their curriculum reproduces an on-going colonisation by capital. It is argued that such work enables a re-imagination of higher education that is rooted in a co-operative curriculum, and which might enable activist-educators to build an engaged curriculum, through which students and academics no longer learn to internalise, monitor and manage their own alienation
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