Open education and the emancipation of academic labour

I have previously argued that open education is a liberal project with a focus on the freedom of things rather than the freedom of people (Winn, Joss. 2012. “Open Education: From the Freedom of Things to the Freedom of People.” In Towards Teaching in Public: Reshaping the Modern University, edited by Michael Neary, Howard Stevenson, and Les Bell, 133– 147. London: Continuum). Furthermore, I have argued that despite an implicit critique of private property with its emphasis on ‘the commons’, the literature on open education offers no corresponding critique of academic labour (Neary, Mike, and Joss Winn. 2012. “Open Education: Common(s), Commonism and the New Common Wealth.” Ephemera: Theory & Politics in Organization 12 (4): 406–422). In this paper, I develop my critical position that an emancipatory form of education must work towards the emancipation of teachers and students from labour, the dynamic, social, creative source of value in capitalism. In making this argument, I first establish the fundamental characteristics of academic labour. I then offer a ‘form-analytic’ critique of open access, followed by a corresponding critique of its legal form. Finally, I critically discuss the potential of ‘open cooperatives’ as a transitional organisational form for the production of knowledge through which social relations become ‘transparent in their simplicity’ (Marx, Karl. 1976. Capital, Vol. 1. London: Penguin Classics, 172).

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Open education. Common(s), commonism and the new common wealth

With Mike Neary

Open Education, and specifically the Open Education Resources movement, seeks to provide universal access to knowledge, undermining the historical enclosure and increasing privatisation of the public education system. An important aspect of this movement is a reinvigoration of the concept of ‘the commons’. The paper examines this aspiration by submitting the implicit theoretical assumptions of Open Education and the underlying notion of ‘the commons’ to the test of critical political economy. The paper acknowledges the radical possibility of the idea of ‘the commons’, but argues that its radical potentiality can be undermined by a preoccupation with ‘the freedom of things rather than with the freedom of labour’. The paper presents an interpretation of ‘the commons’ based on the concept of ‘living knowledge’ and ‘autonomous institutionality’ (Roggero, 2011), and offers the Social Science Centre in the UK, as an example of an ‘institution of the common’. The paper concludes by arguing the most radical revision of the concept of ‘the common’ involves a fundamental reappraisal of what constitutes social or common wealth.

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Open education. From the freedom of things to the freedom of people

In this book chapter I offer a critical analysis of Open Education, a growing international movement of educators and educational institutions who, through the use of the Internet, seek to provide universal access to knowledge. The purpose of this analysis is to examine the production of value through technological virtuality, in the concrete labour process of teaching and learning.

Published in Towards Teaching in Public: Reshaping the Modern University

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