Higher education – Joss Winn

Mike Neary (1956-2023)

Mike’s published work can be found via the University of Lincoln research repository. Work published prior to his time at Lincoln (pre-2007) is not complete on that list. More can be found on Google Scholar, but the list includes the work of other people by the same name. Mike also wrote on his blog between 2014 and 2017. If you have trouble locating an article or chapter, please contact me. I may have it.

In December 2024, a book of Mike’s work was published by Peter Lang.

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Professor Mike Neary

Mike Neary joined the University of Lincoln from Warwick to become Dean of Teaching and Learning, and Director of the Centre for Educational Research and Development in 2007. During his 15 years at Lincoln, Mike also served as Director of the Graduate School, Professor of Sociology and Emeritus Professor of Sociology. He was a National Teaching Fellow and Principal Fellow of the Higher Education Academy and awarded honorary lifetime membership of Lincoln Students’ Union in 2014.

During his time as Dean of Teaching and Learning, he led two ambitious and openly subversive projects: Learning Landscapes, which demonstrated why academics should have a greater role in the design and governance of university estate, and Student as Producer, an institutional strategy to make research-engaged teaching the default for all teaching and learning at Lincoln. Although labelled a ‘teaching and learning’ project, the organising principle of Student as Producer, like Learning Landscapes, was the democratisation of higher education, aligning students and academics towards the shared production of knowledge.

Both projects were deemed successful at Lincoln and have been influential across the UK and internationally. However, Mike understood and accepted that Student as Producer would be reinterpreted and recuperated as various forms of ‘student engagement’. His critical response to this was to establish, with others, the Social Science Centre, Lincoln, an independent co-operative for higher education that was democratically owned and run by its members. It was through the Social Science Centre, that its members developed further the theory and practice of Student as Producer. With Mike, they drew on the radical history of the worker co-operative movement, asserting that the means of knowledge production (i.e., the university) should be democratically owned and controlled by its scholars, both teachers and students. This work inspired the Co-operative College, Manchester, and other educational co-operatives around the UK, to pursue the creation of a federated co-operative university. At the time of his retirement, Mike became Chair of the Co-operative University’s interim Academic Board at the Co-operative College. A formal submission for a federated co-operative university was made to the Office for Students, but plans were thwarted by the pandemic. Throughout this whole period, Mike tried to encourage everyone – students, activists, local citizens – to find their voices in the various spaces and projects because, despite his professorial stature, he knew that we all have a lot to learn from each other.

Mike published extensively on higher education policy, critical pedagogy and academic labour. His written work is characterised by both serious social critique and daring intellectual creativity, evident in his last book, Student as Producer: How Do Revolutionary Teachers Teach? The book consolidated over a decade of intensive theorising and extensive practice aimed at defending and revitalising the role of the university as a community of teachers and students drawn together around the production of knowledge for humanity. Connections can be found in this work with earlier co-authored books, on labour theory and the critique of money. He also undertook research on the labour movement in Korea, and the prospects of regeneration in coalfield communities. His PhD was a critical history of youth training – he was a youth worker before entering academia.

Mike’s intellectual influences were diverse: he greatly admired the Canadian scholar, Moishe Postone’s interpretation of Marx and saw himself working in the tradition of critical political economy and ‘value-form theory’. His PhD supervisor at Warwick, Simon Clarke, always remained a model of intellectual rigour and clarity. Alongside these eminent Marxist scholars, Mike drew inspiration from avant-garde art; examples such as Brecht, Burgess, Epstein, Klee, Dada and Vorticism are woven into his writing. In one article, he brought together the work of Karl Marx and the Medieval Bishop of Lincoln Cathedral, Robert Grossteste, in another he united Marx’s theory of value with Einstein’s special theory of relativity. He was always restlessly trying to bring the natural and social sciences together into ‘one science’.

Mike was a much-loved and greatly respected colleague, known for his warm, welcoming approach and great sense of humour. He is remembered as being inspirational to many, colleagues and students alike. He made a profound and lasting contribution to the University of Lincoln, and other institutions in the UK and internationally, as a committed revolutionary, a genuinely bold and innovative thinker, intent on reinventing the core purpose of higher education.

Kate Strudwick, Dean of Teaching and Learning and Joss Winn, Senior Lecturer, University of Lincoln.

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Eulogy for Mike, 14th February 2023 – Joss Winn

Mike was my friend, colleague, PhD supervisor, and co-author of ten articles and book chapters. Because we worked closely together for over a decade, I thought I would say something about Mike’s creativity; about Mike as an artist and how the influence of other artists can be found in his writing. Mike’s understanding of humanity was that we all have a natural capacity for creativity which has been suppressed. I believe that learning from and teaching Mike’s work can help us recover that creativity.

Many of you know Mike as a social theorist. Working with Mike, it became clear to me that creating theory is a type of artistic practice: exploratory, expressive, speculative, risky, and challenging, but ultimately productive because creating social theory changes the way we see the world, just like other forms of art, such as painting, theatre, sculpture or architecture.

Throughout the time I’ve known Mike, he would draw on the work of other artists to help develop what he was trying to say: for example, the writing of Bertolt Brecht and Anthony Burgess; Jacob Epstein’s sculpture, Rock Drill; Paul Klee’s painting, Angelus Novus, and the avant-garde art movements of Dada and Vorticism. You will find in Mike’s writing, a highly original attempt to bring together the work of Karl Marx and the Medieval Bishop of Lincoln Cathedral, Robert Grossteste. There is also a wonderful piece of writing called ‘Pedagogy in Paradise’, where he experiments with rythmnanalysis and photography during his time in Chile. A favourite example of Mike the artist is the writing he produced with Glenn Rikowski, that unites Marx’s theory of value with Einstein’s special theory of relativity. When I first read that article, it overwhelmed me, like great art does. I was in awe of what they had set out to do.

I don’t know if Glenn’s experience of writing with Mike was similar to mine, but I will finish by telling you about how Mike and I would write together. At regular intervals in the writing process, it would involve us sitting together and reading our work out loud to one another, a bit like actors reading a script around a table before they rehearse on stage. By taking it in turns to read something out loud we’d have to speak slowly for the other to take it in, knowing the tone and texture of our respective contributions had to work together, to become a unified whole – one voice, not two.

I miss those meetings but thankfully, I still hear his voice when I read the words.

~~~

We Stammer

Spoken by Mike Neary. Recorded by Nik Farrell Fox, January 2017.

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A Personal Paean to Mike Neary – Nik Farrell Fox, 29th March 2023

Mike and I were thrust together by happenstance in a dialectical dance of necessity, fortune and chance. My new next-door neighbour would soon become the best friend I’ve ever had and the finest, most exemplary man I’ve ever known. Tall, handsome and graceful, his eccentricity was magnetic, his intellect was profound and his face exuded the gentleness and warmth that endeared him to so many. His lilting voice was soft and welcoming but not without authority and some piquancy when irked or when expressing outrage at the world’s immorality and grotesque injustices. The ‘pedagogy of hate’ that he espoused as a theoretical tool for destroying capitalism on the surface sat contradictorily within a man so gentle and kind. But, as with many kissed by the revolutionary spirit of freedom, Mike’s ‘hatred’ was of a pure, redemptive nature fuelled by a deep love for his fellow human beings and a great distress at their enslavement and enforced predicaments.

Although we did many things together, the details of which I’ll remember with ultimate fondness, it was our revelatory and blissful walks around the West Common that I miss most of all. We would walk around the perimeter, with each stage host to a different topic. From the gate to the northerly tip we discussed football – results, managers, players, favourite and least favourite pundits, past exploits on the pitch when we were youngsters captaining our respective school teams, funny anecdotes and leftfield observations pertaining to the most tenuous of connections. I always found Mike very humorous, interesting and playful in his observations. From here we would then traverse the next section with academia taking over, discussing where we were at with our research. Mike listened to my protracted ramblings with an encouraging, comradely ear while showing the greatest modesty in relation to his own, far more portentous deeds, which impressed me nonetheless. For the next mile or two we assailed each other with the jargon of philosophical discourse – I hit him in the jowls with Sartre, Foucault and Nietzsche while he floored me with Marx, Negri and Ranciere. Despite the intensity of our reasonings, protestations and proclamations, never for a single second did our words ever become barbed or our moods hostile. I loved arguing and finding agreement with Mike for he was an intellectual giant and a very sporting gladiator. After all, our disagreements were slight, for our minds thought similar things and our revolutionary hearts beat in tempo. For the final part of the walk, once our academic muscles had been sufficiently exercised, family became our topic of conversation in which Mike would always take a genuine interest in the minutiae of what I told him about my Loved Ones before he told me with great affection about his. Back at the Common gate, we would on occasion just want to keep talking and would repeat the circuit, trampling over the same topics and clods of earth. Otherwise, we just shuffled back together like two contented creatures along West Parade before disappearing back into adjacent houses until the delight of doing it all again in a week’s time.

Nietzsche (not him again, Mike groans), saw friendship as life’s most precious gift and as a bona fide recipe for a healthy society. There were, he said, three essential components to any great friendship – agonism (where, through sublimated competition, we each grow and develop), the sharing of joyful experiences (in which we partake of common perceptions and actions), and the virtue of bestowing (in which we pass on our knowledge and attributes as ‘gifts’ to the other). All three were ever-present in my unwavering and unbesmirched friendship with Mike, but as, Nietzsche stated, it is the bestowing virtue of friendship that carries the greatest weight. Mike’s life was a gift to us all who knew and loved him, and the knowledge, kindness and good vibrations that he bestowed will live on as vibrant memories in the hearts of many others like my own. To echo the final words of his final book, he taught us (in a soft Geordie accent) how to learn from each other and flourish together as ‘a pedagogy of excess in a world of abundance’

Adieux, my precious friend, a human being, as Nietzsche spoke prophetically of the Übermensch, ‘with Caesar’s strength and Christ’s soul’

~~~

Remembering Mike Neary: ‘Teaching as a Collaborative, Political Activity’ – Richard Lance Keeble, Professor of Journalism

Mike Neary had an enormous impact on the University of Lincoln. For Mike (inspired as he was by Marx), pedagogy was always political – and he was not afraid to put his ideas into practice. In the end, his ideas about the Student as a Producer and Learning Landscapes transformed teaching practices across the institution. But for Mike the political was also the personal and so he devoted a lot of his energy to supporting colleagues and students at an individual level.

I personally benefited from this support in many ways. One of his ambitions was to inject the research-led post-graduate culture wherever possible into the undergraduate culture. Responding to that initiative, my late friend and colleague John Tulloch, Head of Journalism, and I launched the country’s first BA in Investigative Journalism (with a prize of £200 for the best student of the year – donated by the celebrated reporter John Pilger). For this degree, the students had no formal class teaching in their final semester: instead, they were able to dedicate the whole of their time to researching and writing their individual investigative projects. They would meet as a group from time to time to discuss progress – and any particular practical or ethical issues. But essentially I met them on a personal basis as if they were post-graduate research students. I had been teaching journalism since 1984 – but the work produced by the students on this programme was amongst the best I had ever supervised. And Mike was thrilled to hear about the success of the degree.

Mike arrived from Warwick University as a recipient of a National Teaching Fellowship. When I applied in 2011, he was thus able to give me crucial advice on how to present the 5,000-word submission document. When he saw my original draft he said simply: ‘Fine – but just add a bit of theory.’ Which I did – and when I won the fellowship Mike accompanied me to London for the award ceremony.

For a few years I joined Mike, Joss Winn and others in setting up the Social Science Centre in Lincoln. Mike was clearly angry at the commercialisation of higher education and the immoral, excessive fees charged students. The creation of the Social Science Centre was one of his responses. And its aims sum up Mike’s principles perfectly: ‘SSC believes that higher learning oriented towards intellectual values of critical thinking, experimentation, sharing, peer review, co-operation, collaboration, openness, debate and constructive disagreement point towards a better future for us all. The centre works to create alternative spaces of higher education whose purpose, societal value and existence do not depend on the decisions of the powerful.’

A number of speakers at the moving ‘Stammering as Dada’ commemorative event mentioned Mike’s passion for football. I (a Notts and Forest supporter being a Nottingham lad) also liked to indulge in footie gossip with him (and after I retired in 2013 we would meet up from time to time). One thing I particularly remember him saying was: ‘Actually when I go to a game I’m more interested in watching the ways in which the managers react than the actual football.’

Mike, always acutely aware that teaching is at its core (its heart) a collaborative, highly political activity, was an inspiration for me – and for countless others.

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Tribute to Mike – Alan Gurbutt

Life feels short now that Mike has gone. He was a gentle person and kind. He showed me kindness, despite my awkwardness towards inequalities in state education. That was my problem and he couldn’t fix it. Mike probably didn’t realise that his teachings evoked answers within me on how Capitalism impacted my family life growing up in a council house in the 1970s, a rare privilege today, and the issues we faced not having enough money. I learnt about socioeconomic trauma through his teachings and this gave me some closure. I remember Mike being at meetings of the Social Science Centre. He was always welcoming with a smile. The last time I spoke with Mike was at the University of Lincoln. He wished me well with my nurse training and expressed how pleased he was that I was reading mental health. Mike also encouraged my daughter’s passion for learning. I wish he could have been here longer. I loved and admired him.

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Plenary of the British Conference of Undergraduate Research and World Congress of Undergraduate Research at Warwick – Written by colleagues from the international Undergraduate Research community.

Our story of Mike Neary starts somewhere back in the early years of this Millennium when Mike was a Lecturer in the Department of Sociology at Warwick. Mike brought together a team of colleagues from many disciplines and many places to create the Reinvention Centre for Undergraduate Research, one of around 80 centres of excellence in teaching and learning funded at that time. Parts of the story that unfolds here are recorded more formally in the University of Warwick’s recent submission to the Teaching Excellence Framework.

Like many of us, Mike was sold on the benefits to our students’ education of undergraduate research and he was always enthusiastic about it. But Mike had the vision to see that promoting undergraduate research could have, and indeed has had, a transformative effect on universities and on us. Mike could always think beyond. He instilled his passion for Undergraduate Research in all of us and that’s embodied in everything we do. He always asked what students might have to offer and what their role might be.

In 2007 the Reinvention Centre hosted a conference called ‘The Student as Producer’, one of the first times this concept was presented in public. As well as the extensive academic debate, we discussed how to actually get on and change things in our universities. Mike had some spare funding and needed to spend it quickly. He bought a minibus! This was a typically surprising but brilliant move. The minibus had Reinvention blazoned down its sides and was a symbol of how we could connect our students to the worlds beyond the university campus.

The minibus took conference delegates to the innovative Reinvention Centre at Westwood, the first time most of us had seen beanbags in a university classroom! Mike understood the need to reinvent the spaces we study in to literally transform the landscape of higher education. The Oculus here at Warwick is a physical embodiment of Mike’s legacy, with many design features from the experimental classroom, which has now sadly gone. Around the country we see new university buildings that are directly inspired by Mike’s ideas – typically having lots of amazing classrooms for students and a few rather miserable offices for academics!

Also in 2007, Mike moved from Warwick to the University of Lincoln where he took up a senior leadership role. One of his major achievements was to persuade the University of Lincoln to make ‘Student as Producer’ its signature pedagogy, and it featured in its strategies, website, and student prospectuses. Getting buy-in from the Vice-Chancellor and the senior management team to a concept that Mike openly said had its roots in Marxist philosophy, is nothing short of amazing.

At Lincoln Mike engaged with colleagues and of course with students in his characteristic way. Mike brought people on and he helped them learn the craft of navigating higher education. Despite being a senior leader, or he would have said because he was a senior leader, Mike often immersed himself in student life, being seen quietly sitting in the corner at a student Marxist society event or on the back seat of a minibus heading to London with students protesting tuition fee increases. Mike was the ultimate critic of university bureaucracy but could use it well to achieve his goals. Always principled, Mike never lost sight of what he was trying to achieve. In retirement, Mike planned to develop his ideas around cooperative universities, work that others will now have to finish.

Mike was an insider outsider. He had what Jonathan Rée calls the courage of his anachronisms. He railed against the technocratic university and invited us to continually challenge the dominant discourse. He encouraged students to move beyond capitalist realism and to understand that they can change things. We really need Mike’s voices to continue being heard. Mike was not ideological. He saw universities as part of the destructive neoliberal project and drew on Paolo Freire’s call to constantly seek change and to reinvent. Mike embodied critical hope. He could see darkness in the world and that, while there is not necessarily light at the end of the tunnel, if we restlessly reinvent we can dare to hope.

Mike was very political and knew that education is a deeply political project building us as individuals and collectives to make the world a better place – he had democratising zeal. He saw possibilities even in elite institutions for education and research to mutually reinforce each other in transformative ways. He was brave and urged us not to be scared to talk about values in designing our universities. He never shied away from awkward situations yet despite the challenges he saw, he was never combative. Instead he was thoughtful and kind, though always with an edge.

Beyond the UK, Mike’s ideas and scholarly writing were seminal in establishing the underlying framework and ethos of the Australasian Council for Undergraduate Research, which is, to this day, a vibrant community of academics and students working together to promote and advance undergraduate research in Australasia. Mike remained a member of the ACUR Steering Committee until his untimely death.

Mike believed in the potential of others and provided them with opportunities and encouragement. He was generous, humane, principled, restlessly creative and fearless in pushing against the boundaries in education. He gave so many of us fantastic starts or changes of direction in our careers at Lincoln and at Warwick. Mike would do anything for you and he changed our lives. His impact is immeasurable. He truly was an inspirational figure and the kindest of friends.

Mike loved the British Conference of Undergraduate Research. He would have been so proud to see the hundreds of students from around the world presenting their work here at Warwick. Mike Neary should be here today.

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Tributes by Richard Hall and Ana Dinerstein in Network, the magazine of the British Sociological Association.

Pages-from-Network-Summer-2023-web-5-19 Download

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Review of Richard Hall (2018). The Alienated Academic. The Struggle for Autonomy Inside the University.

Originally published in Postdigital Science and Education.

~ As he writes, the fourth wall is crumbling. He is sitting in his office towards the end of a winter’s day. Outside the window he hears people making promises on the pavement, cars passing like waves breaking in the distance. He sees his bookshelves reflected in the darkness of the glass. He has more books than he has years left to read.

Recent literature on English higher education has documented a number of incremental policy changes over the last four decades that have led towards the marketisation of the sector. The Browne Review (Department for Business, Innovation and Skills 2010), HE White Paper (Department for Business, Innovation and Skills 2016) and Higher Education and Research Act (Higher Education and Research Act 2017 have explicitly worked towards creating a system of higher education that has all the key features of marketisation.

The effects of marketisation in English higher education and elsewhere have prompted researchers to examine the changing nature of the profession, critically reflecting on the impact of metrics, performativity, debt and bureaucracy on academic work. 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. Despite a recent increase in union membership and an emphasis on ‘wellbeing’, contractual conditions in HE are worsening, pensions are being undermined and more academics and students are becoming sick and tired. In The Alienated Academic, Richard Hall surveys much of this literature and the general sense of estrangement and hopelessness within the higher education sector.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. He sits, he reads, he experiments, he designs, he builds, he thinks, he writes, he stands, he teaches, he listens. He is an academic. He creates teaching resources, he runs projects, he writes grant applications, he attends conferences, he publishes articles and books. He attend meetings, he creates modules. He is an academic. He tutors, he mentors, he supports, he liaises, he networks, he leads, he contributes, he develops, he consults, he plans, he organises, he strategises, he collaborates, he co-ordinates, he supervises, he manages, he negotiates, he champions, he influences, he evaluates, he appraises, he examines, he marks, he accredits. He is a teacher, a researcher, a scholar, an entrepreneur. He is an academic. This is his work.

The alienation that Hall identifies at work goes beyond estrangement and hopelessness and is rooted, he argues, in the critical category of labour. In fact, to see the problem as marketisation, metrics or managerialism is to mistake the manifestation for the cause of our problems. Such an approach tends towards an unreflexive resistance to our own objective conditions and an overwhelming sense of helplessness. That helplessness breeds hopelessness, a recurring theme throughout Hall’s book. What is required (and this is key to the whole book) is a categorical critique of academic labour; one which perceives labour in the university through the basic critical categories of wage labour.As Hall shows, the basis for a categorical critique of labour was established by Marx in his exposition of the commodity-form. Marx regarded the historically specific relationship between the form of labour and the form of commodities as his key intellectual contribution and ‘the pivot on which a clear comprehension of political economy turns’ (Marx 1867/1996: 51). It is this pivotal theoretical insight that underpins the basis of Hall’s understanding of ‘labour’ and distinguishes his approach from a traditionally naturalised view of ‘labour’ that understands labour as the basis for an emancipatory critique of capitalism, rather than the historically specific object of critique. The specificity of capitalist labour is the form it takes as wage labour, a historically unique organisation of human activity mediated by value. Its emancipated opposite is, according to Marx and others since, a form of productive activity that is ‘directly social’.

~ From each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs from each according to their abilities to each according to their needs.

The Alienated Academic is structured in three parts over nine densely written and heavily referenced chapters. It covers a lot of ground in 270 pages, drawing widely from contemporary Marxist theory as well as an extensive engagement with Marx’s original work. It provides a useful survey of the concept of alienation and argues for the continuing and contemporary relevance of Marxist theory and its basic categories of labour, value, the commodity, subsumption and so on. What is likely to make this sometimes difficult book both intriguing and more broadly appealing is that Hall extends his contemporary Marxism with the literature of feminism, (de)colonialism, identity politics and intersectionality. It is a productive synthesis that is set in the context of contemporary changes in English higher education, while recognising that the alienating features of English university life can be found across the world.For these reasons, this is a unique and ground-breaking monograph in the field of critical university studies.

~ When he writes, he forgets to stand. He forgets to drink. At night, his body aches.

Social co-operatives and the democratisation of higher education

Richard Hall and I presented the following paper at The Co-operative Education and Research Conference, 5-6 April 2017, Manchester. A link to download the paper is below the abstract. It is a version of our Introduction to the forthcoming book, Mass Intellectuality and Democratic Leadership in Higher Education.

This paper develops a critical analysis of ‘intellectual leadership’ in the University, and identifies on-going efforts from around the world to create alternative models for organising HE and the production of knowledge. It offers the potential for developing an alternative conception of the role and purpose of HE that is rooted in the idea of ‘mass intellectuality’. This takes experiences and views from inside and beyond the structures of mainstream HE, in order to reflect critically on efforts to create really existing alternatives.

In the process the authors ask if it is 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 an alternative role and purpose is required, based upon the real possibility of democracy in learning and the production of knowledge. Thus, the paper concludes with a critical-practical response grounded in the form of ‘co-operative higher education’. This rests on the assertion that ‘social co-operatives’ offer an organizational form that values democratic participation and decision-making and would constitute the university as a social form of mass intellectuality re-appropriated by the producers of knowledge.

Download the paper.

Social co-operatives and the democratisation of higher education from Richard Hall

Mass Intellectuality and Democratic Leadership in Higher Education

Book cover Due out in August 2017…

“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 reimagine the university democratically and cooperatively? If so, what are the implications for leadership not just within the university but also in terms of higher education’s relationship to society?”

Hall, Richard & Winn, Joss (eds.) (2017) Mass Intellectuality and Democratic Leadership in Higher Education. London: Bloomsbury.

Mass Intellectuality and Democratic Leadership in Higher Education

Reblogged from Richard Hall’s website:

Working with 20 co-authors, Joss Winn and I have just submitted the manuscript for Mass Intellectuality and Democratic Leadership in Higher Education. The edited collection forms part of Bloomsbury Academic’s series on Perspectives on Leadership in Higher Education. Assuming that the review process goes to plan, the book is slated for publication in early 2017.

The original summary, description and key features of the book are noted below. The proposed table of contents is appended thereafter.

Summary

Drawing on the activism of academics and students working in, against and beyond the neo-liberal university, this book critiques academic leadership through the concept of mass intellectuality, with an analysis of the crisis of higher education and the alternative forms that are emerging from its ruins.

Description

Higher education 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 brings together critical analyses of ‘intellectual leadership’ in the University, and documents on-going efforts from around the world to create alternative models for organising 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 critically on efforts to create really existing 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.

Key features

The book critiques the role of higher education and the University as an institution for developing solutions to global crises that are economic and socio-environmental. In this way it offers an analysis of the idea that there is no alternative for higher education but to contribute to neoliberal agendas for economic growth and the marketisation of everyday life. The restrictions on the socio-cultural leadership that emerge inside the University are revealed.
The book describes and analyses concrete, alternative forms of higher education that have emerged from worker-student occupations, from academic engagements in civil society, and from the co-operatives movement. These projects highlight a set of co-operative possibilities for demonstrating and negotiating new forms of political leadership related to higher learning that are against the neo-liberal university.
The book argues that the emergence of alternative forms of higher education, based on co-operative organising principles, points both to the failure of intellectual leadership inside the University and to the real possibility of democracy in learning and the production of knowledge. The concept of ‘Mass Intellectuality’ as a form of social knowledge that is beyond the limitations of intellectual leadership inside the University is critically developed in order to frame socially-useful responses to the crisis.

Contents

Introduction

Mass Intellectuality and Democratic Leadership in Higher Education ~ Richard Hall and Joss Winn

Section One: Power, History and Authority

Pedagogical Labour in an Age of Devalued Reproduction ~ Stevphen Shukaitis
Co-operation, leadership and learning: Fred Hall and the Co-operative College before 1939 ~ Tom Woodin
Academic Voices: from Public Intellectuals to the General Intellect ~ Mike Neary
Openness, Politics and Power ~ Martin Paul Eve

Section Two: Potentialities

The (im)possibility of Mass Intellectuality: Viewing Mass Intellectuality through the lens of the Brazilian Landless Movement ~ Joyce E Canaan
Still spaces in the academy? The dialectic of university social movement pedagogy ~ Eurig Scandrett
Bradford’s Community University: From ‘Constellations of Knowledge’ to Liberating the ‘General Intellect’? ~ Jenny Pearce
Aesthetic Education, Critical Pedagogy and Specialist Institutions ~ Jonathan Owen Clark and Louise H. Jackson

Section Three: Praxis

Six Theses In, Against and Beyond the University ~ Birmingham Autonomous University
Reconciling mass intellectuality and higher education: lessons from the PPE experience ~ Joel Lazarus
Somewhere Between Reform and Revolution: Alternative Higher Education and ‘The Unfinished’ ~ Gary Saunders
Permaculture education as ecology of mind: the head, hands and heart of transformation ~ Tom Henfrey
Mass Intellectuality from the Margins ~ Sara C. Motta

Conclusion: Politics, Aesthetics and Democracy

Practicing What We Preach? Writing and Publishing In, Against and Beyond the Neoliberal University ~ Gordon Asher

The University of Utopia

Letters from Utopia, first published in Post-16 Educator (84). Download PDF.

“The state of abundance is not a Utopian vision but the real possibility of conditions already in existence.” (Kay and Mott, Political Order and the Law of Labour, 1982, 1)

What follows is a series of short letters written by a student from the University of Utopia. Although a fictional account, the letters are written with the conviction that we are actually living in a state of abundance, rather than the scarcity imposed by the market economy and that global social needs can be met by our existing capacity to co-operate with one-another rather than compete. The five letters are based on our joint research and practice of co-operative higher education which we have been undertaking since 2010. They do not reflect the breadth of the research but instead offer one imaginary account that we are hopeful for and working on. A recently completed project ¹ brought together many people to produce a practical and theoretical framework for co-operative higher education, features of which we have tried to embed in the epistolary form that follows. We invite you to also read a recent paper ² that we have written which discusses our ongoing research in more detail.

Mike Neary and Joss Winn, June 2016.

~~~

Dear Mum,

I am writing to you from Utopia. At least that’s what the first couple of weeks has felt like. Since you and Dad left me at the student housing co-op, I’ve learned a lot about what makes this university different and I’m pretty sure I made the right choice to come here. I know we read the brochures about what makes a co-operative different to other types of organisation but it’s only in the last few days that I’ve really started to get it. The university is made up of four Schools: Life, Machines, Letters and Property. I suppose the main thing I’ve noticed is the emphasis that members of the university place on the importance of democracy and what that means in terms of my role here. Although I’m just a first-year student, it seems that first and foremost I’m a member of the university, just like my teachers. In fact, it’s not just the students and teachers, but everyone is a member with an equal say in how the place runs. At first, I wondered how the place manages to run at all, but during orientation week I got a better sense of the long history of co-ops and how they tend to be good places to live and work and learn. It can’t always be easy, but people seem proud of their co-op and the role it has in society. Although it’s quite a new university, it’s part of an international movement of people who think that ‘common ownership’ (I still don’t really know what this means but it sounds good) and democratic control of their organisations is a good thing. It’s not just the university and my house that are co-ops either: the university canteen, the local health service and even a secondary school next to the university are co-ops, too, and they all try to work together. Oh, yes, I almost forgot… My bedroom furniture was designed and made by students from the university, too! I was told that by some second-year students in my house. They seem like good people. A few of us went out the other night and got to know each other. I met a nice girl called Ellie. She went to a co-op school so she knows much more about how everything works than I do. I’m really excited about being here. Can you tell!?!?!

Lots of love to you and Dad. X

~~~

Dear Mum,

I hope you are well? After four months, this place is starting to become less strange. More familiar.

I am made to feel like a researcher with something to offer, rather than an undergraduate student with everything to learn. There is learning, of course, lots of it and in different situations, not only in lectures, in fact there are no lectures. Last week I was having lunch and my teacher asked me to collaborate on a project about the chemistry of cooking and the politics of food, including the cause of hunger and malnutrition. Afterwards, when we were cleaning up the kitchen, I thought about designing a kitchen that would avoid wasting food. This ties in with another project I am working on, building a house for visitors to Utopia. I want to design a contemporary croft out of concrete. My School: Life, is holding a competition. The best house design is going to be built by the students and teachers. This project connects my interest with concrete as a concept and as a building material. I was interviewing a visitor to Utopia to get ideas for my building. She asked me, ‘what subjects are you studying’. I said, ‘I am not studying subjects. I am studying Life. And next year I am studying Machines’. She was incredulous, not least when I told her we didn’t have exams but produced work to be read and seen in public as acts of collaboration and generosity. I have to be honest but I find my allocated work project less interesting. It’s with the School of Property. I have no interest in law or bureaucracy. I just want to build things. My tutor asked me what laws are needed to build a new society not based on private property but a unity of purpose and social defence. I told him I would think about it. If I get time. I don’t have any time. Or space. I am knackered. The pace of work is too slow. I don’t get to the computers until next year when I start on Machines. Writing letters is part of the pedagogy, or the science of teaching, as they call it here. One of the Schools is called Letters, which extends to the humanities and the arts. My tutor says writing letters allows for more critical reflection which is essential for learning. I am not so sure. My handwriting is rubbish and my favourite pen burst in my pocket so my shirt has an ink stain. I told Ellie it was tie dye. She said, ‘Do you think I am stupid?’ I said, ‘No, I think you are the smartest person I have ever met’.

Lots of love to you and to Dad. x

~~~

Dear Mum,

Thanks for the money you sent me. It is very kind but I don’t really need it here. Other than to buy more soap and some chocolate and fruit and beer.

As you know I was never interested in money, but the idea of the commonwealth is different. It is based on creating a new form of social value based on human purpose in the natural world. Like people and the planet. For now, we can’t avoid life with coinage, so we all make a financial contribution to Utopia’s commonwealth. I raised my contribution from saving some of my wages when I worked before coming to Utopia and some crowdfunding and the money you gave me. As you know this pays for accommodation and meals as well as the teacher’s salaries. The annual accounts are a teaching object in the classes on Property. Money is the universal form of property. The university has reserves from donations and a levy from the international co-operative movement, for whom education is a core principle. My contribution is like an investment in the life of the university and if any profits are made at the end of the year I can draw down a dividend, or leave it in the fund to accumulate. The teachers pay a contribution to the commonwealth from their wages, which mounts up like a pension fund. I can earn money by working in the university to help the teachers teach and on necessary tasks to maintain the buildings. At Utopia doing is promoted above having. I might even leave the university with money in my pocket rather than a mountain of debt. So the Commonwealth is not just an idea but a living source of value. Part of this is experimenting with new forms of social value, like labour time banks and other sharing schemes. I told Ellie that I loved her and I wouldn’t share her with anyone. I believe in free education but not in free love. Does that make me a conservative? I want to be radical, but it is hard.

Lots of love to you and Dad x

~~~

Dear Mum,

I’m pleased that the warmer weather has arrived. I bet you and Dad are enjoying being out in the garden more. It certainly makes my job here more enjoyable as I’ve started to work in the university gardens, too. It’s a funny thing, you know. All members of the university work for it in some way, including students, but it doesn’t feel like ordinary work when it’s an organisation that you collectively own and control. Through this work, I’m getting a different view of the way things run around here, too. There are quite a lot of meetings to discuss all aspects of the University, but we usually come to decisions quite quickly (although some topics can drag on!). Rules really matter though and I’m realising that democracy needs people to be actively involved and have the right information at hand so we can make good decisions. It’s not just our internal rules that I’m learning about but also the way we have to operate within the law and how the law is reflected in forms of regulation and in our university’s administration. It’s all connected, which is why it seems important to understand law and politics and the economy as what my teacher referred to as ‘social forms’, rather than things in themselves (i.e. natural). Does that make sense?

People here are elected for a period to take the lead on things such as running the courses, overseeing money, and representing different types of members at committee meetings. It’s a big responsibility and I heard that last year, members voted to remove someone from their role because they didn’t listen to anyone! He’s gone back to teaching in the School of Property. I was in a seminar the other day where we were discussing ‘bureaucracy’ and it occurred to me that there’s plenty of it here but actually in a good way. It seems to help protect what people care about in their organisation and if someone really wants to change the way things are done, then we can discuss it and vote at the next general meeting (I think that’s how it works, or maybe there are other meetings where it gets discussed first). Well, as you can probably tell, I’ve been here nine months and I’m still figuring it all out. Some days I learn more in a committee meeting than I do in a seminar. Sometimes the committee meetings remind me of the type of discussions that were held in the Occupy movement that we studied last term. That’s a good thing, I guess.

As I mentioned on the phone, I don’t think I’ll be home for summer. It’s been agreed that I’ll be working with one of my teachers on a photography project about concrete buildings (can’t wait!) and Ellie has got a part-time job at her old school, helping run outdoor activities for kids.

Lots of love to you and Dad x

~~~

Dear Mum,

You asked me what have I learned over the last year. I learned universities are not about teaching and learning, but producing knowledge. My teachers talk about knowledge as an object of social value: something much more than value for money. I learned to develop a critical frame of mind. Not just through my own work but in reviewing the work of others. There are no grades or marks here, but a judgement by students and teachers on whether the work is ready for the world. If it is ready, then it gets published or put on show in an exhibition or as a public installation. If not then we redraft and resubmit, pull it apart and put it back together. We are taught to see the review as part of the process of the production of knowledge rather than as an assessment. As an act of collaboration with our teachers and with each other.

All of our work involves collaboration, a sort of intellectual solidarity. This way of working does not forget that we are at the same time individuals in a collective context. We are not all the same, and our idiosyncrasies are allowed to flourish. For example, my interest in concrete as a philosophical concept and as a construction material. Maybe I will become an architect. My favourite building style is Brutalism.

Collaboration extends to other school work like maintaining the buildings. Not out of any sense of idealism about the dignity of labour, but the more of us working together the faster it can get done, especially the more menial and mundane tasks. This sense of solidarity extends beyond the university. Next year I am going to the University of Mondragon as part of an exchange visit, working in their Electronics factory. This will form part of my studentship in the School of Machines.

In the curricula, Machines comes after Life. Life grounds knowledge in a relationship between humanity-in-nature, beyond the human intellectual and the cognitive to include the knowingness of the non-human world. Maybe this is the most important thing that I have learned. Letters deals with art and humanities and the importance of aesthetics. Property deals with different forms of social wealth and how they are expressed in the law and the physical environment.

I also learned about democracy and the importance of everyone having an equal say in how the university operates. Coming to a decision can take a very long time, but when we get there it feels like the right decision. The discussions are a learning process. Sometimes I feel like we have reached the right decision even if I do not agree with it, if that doesn’t sound too weird.

We are encouraged to retain our commitment to the University of Utopia when we leave. They have established a society of friends to support this long term relationship. So, in a sense, students will never leave this place, at least not in our minds and in our hearts.

And I learned about personal commitment and the way in which we can show solidarity towards each other, to the extent that we can become mirrors for each other’s individual needs. For a while Ellie had taken on that role for me, but it is too much for one person. We cried when we realised we were over, but laughed when we saw the world we had opened for each other.

Did you and Dad ever feel like this?

In Solidarity. X

~~~

Co-operative Leadership for Higher Education

Mike Neary and I have been awarded funding by the Leadership Foundation for Higher Education to focus on ‘co-operative leadership’ in the higher education context. Below is the introductory section of our research proposal. You can read the rest on Mike’s blog. Here’s a link to the project blog.

The aim of this research is to explore the possibility of establishing co-operative leadership as a viable organisational form of governance and management for Higher Education. Co-operative leadership is already well established in business enterprises in the UK and around the world (Ridley-Duff and Bull 2016), and has recently been adopted as the organising principle by over 800 schools in the United Kingdom (Wilson 2014). The co-operative movement is a global phenomenon with one billion members, supported by national and international organisations working to establish co-operative enterprises and the promotion of cooperative education. The research is financed by the Leadership Foundation for Higher Education’s small development projects fund.

Higher education in the UK is characterised by a mode of governance based on Vice-Chancellors operating as Chief Executives supported by Senior Management teams. Recent research from the Leadership Foundation for Higher Education on Neo-collegiality in the managerial university (Bacon 2014) shows that hierarchical models of governance alienate and de-motivate staff, failing to take advantage of research-based problem solving skills of staff operating at all levels, not accounting for the advantages to organisations when self-managed professionals interact with peers on matters of common purpose, particularly in knowledge-based industries.

The co-operative leadership model for higher education supports the ambition for more active engagement in decision-making to facilitate the best use of academics’ professional capacities, but framed around a more radical model for leadership, governance and management. Members of the co-operative university would not only be involved directly in decision-making and peer-based processes that make best use of their collective skills, but have equal voting rights as well as collective ownership of the assets and liabilities of the co-operative (Cook 2013). This more radical model builds on work done recently as part of a project funded by the Independent Social Research Foundation (ISRF) to establish some general parameters around which a framework for co-operative higher education could be established (Neary and Winn 2015). One of the key issues emerging from this research is the significance of co-operative leadership – the focus of this research project.

Student demands for democratic control over universities

These notes are the start of an ongoing attempt to document each instance where occupying students or/and academics include greater democratic governance among their demands from university management (and where they don’t, why?). My gut feeling is that forms of self-management and worker control (among whom I include students) is increasingly becoming a key demand when students go into occupation. There is a long tradition of workers’ control in other organisations (including an entire academic field of study) and I’d like to think about how self-management of higher education can be achieved (in theory and in practice). The list is currently overwhelming centred on the UK, but I’m interested in examples from anywhere and from any time. Regardless of your specific interest in worker control of higher education, you may find the list a convenient way into student occupation websites and their demands whilst in occupation. If you can add to any of these examples below, please leave a comment or email me. Thanks.

Manchester, May 2015: “we demand a student-staff body, directly elected by students and academic and non-academic staff, responsible for making all managerial decisions of the institution. The university is nothing but the sum of its parts. Students and workers are at the essence of this institution and thus should have direct and democratic control.”

Kings College London, March 2015: “As a high profile London University we need to demonstrate that is no longer acceptable to run our universities on the basis of profit; instead it needs to be done democratically by the students and staff members. We want everyone’s voices to be heard, not just those at the very top who operate with under a thin veil of transparency.” [Demands]

University of the Arts, London, March 2015: “We are protesting against cuts to education in general, the lack of democracy, diverse representation and student input within this institution, and the continued undermining of our rights to free education.” [Demands]

London School of Economics, March 2015: “1) An open discussion with the directors and pro-directors of LSE, within the first week of summer term, on university democracy to clarify to students and staff how the current system works. This will be the starting point for a wider and more inclusive public discussion on the issue of accountability and failing democratic institutions, leading to concrete proposals for improvement to the current system. 2) We demand the formation of an Independent Review Committee comprising of academic staff (1/3), non-academic staff (1/3) and students (1/3). The role of this committee will be to investigate the current system and propose reforms. 3) All Committee meetings should be minuted and these minutes should be published in less than 7 working days so as to be publicly available to LSE students and staff.”

New University, Amsterdam, February 2015: “1. Democratisation and decentralisation of university governance.”

Sussex, 2012: “A commission of students, staff and lecturers to be formed. With full remit to re-evaluate procedures and channels for holding management accountable as well as reviewing and extending student and workers’ say in these decisions.”

Edinburgh University, 2011: “Universities should be democratically organised: directly controlled by staff and students.”

Glasgow University, 2011: “The Hetherington Research Club to be returned to democratic control by students and staff, with the return of the block grant.”

University College London, November 2010: “We demand an increase in the number of students on the council. These students should be directly elected through UCLU. We assert that all staff of UCL have an equal right to take part in the decision making process of the university. We therefore demand that UCL includes non-academic staff on the council. We require concrete evidence of a plan of action that includes specific time-measured goals for implementing these changes, to be discussed at the next Council meeting. Regarding the academic board, we wish to re-implement genuine democracy through an increase in student representation and the re-introduction of elected Deans.”

Occupations that don’t explicitly demand democratisation of the university

Edinburgh, May 2015

Salford, May 2015

Goldsmiths, London, March 2015: [Demands]

Goldsmiths, London, March 2011

University of Brighton, 2011

University of Leeds, 2010

London South Bank, 2010

University of East London, 2010

Newcastle University, 2010

Cardiff, 2010

University of the West of England, 2010

Plymouth, 2010

Manchester University, 2010

Manchester universities, 2010

Manchester Metropolitan University, 2010

Bristol, 2010

Roehampton University, 2010

Exeter, 2010

Outside UK:

University of California, 2009:

UC Santa Cruz [consolidated]

UC Davis;

San Francisco State University: “That the university system be run by the students, faculty, and staff. Not administrators.” << Not clear if this is the removal of administrator roles altogether or anti-democratic exclusion of administrators from decision-making.

Historical:

Columbia University, 1968

Sorbonne, 1968

Nanterre, 1968

Misc:

http://anticuts.com/2010/11/27/list-of-university-occupations/

Occupation Count!

The co-operative university: Labour, property and pedagogy

I begin this article by discussing the recent work of academics and activists to identify the advan- tages and issues relating to co-operative forms of higher education, and then focus on the ‘worker co-operative’ organisational form and its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic framework of ‘Student as Producer’. Throughout I employ the work of Karl Marx to theorise the role of labour and property in a ‘co-operative university’, drawing particularly on later Marxist writers who argue that Marx’s labour theory of value should be understood as a critique of labour under capitalism, rather than one developed from the standpoint of labour.

You can download this article from the journal, Power and Education .

Wages for Students!

“We are fed up with working for free

We demand real money now for the schoolwork we do.

We must force capital, which profits from our work, to pay for our schoolwork. Only then can we stop depending on financial aid, our parents, working second and third jobs or working during summer vacations for our existence. We already earn a wage; now we must be paid for it. Only in this way can we seize more power to use in our dealings with capital.

We can do a lot with the money. First, we will have to work less as the “need to work” additional jobs disappears. Second, we will immediately enjoy a higher standard of living since we will have more to spend when we take time off from schoolwork. Third, we will raise the average wage in the entire area affected by the presence of us low-cost workers.

By taking time off from schoolwork to demand wages for students, we think and act against the work we are doing. it also puts us in a better position to get the money.

No more unpaid schoolwork!

The Wages for Students Students”

Read the full pamphlet on Zerowork (download PDF scan of 1975 original). See also here and for historical context, Federici (1974) Wages Against Housework.