PRISM (LJMU)
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Knowing from a Distance: An Improv(is)ed Dialogue About Constellations of Meaning
Full text linkThrough a dialogical exchange about disasters, we explore the notion of “knowing” by drawing on our own experience and research about improvisation and disaster management. Locating our work within our positionalities as expatriate Filipino researchers of considerable distance/closeness from each other, we find, albeit serendipitously, how our improvisational methodologies can occur en route to, during, and in, the aftermath of crisis. Through reconstructions of the calamitous, we establish certain distances with the event itself, disaster victims, ourselves, and other improvisers of meaning such as media journalists. We propose that this network of knowing forms part of the constellational relationships of meaning-making about disasters
‘Risky Business?’: On Perceptions of Risk and Vulnerability in Further Education
Full text linkSince incorporation, the economic value of students to colleges has seen the language of \u27risk\u27 and \u27drop-out\u27 permeate the further education sector, placing retention and achievement high up on the agenda, with what appears to be little consideration for the consequences this might have for the students the terms describe. This study provides a detailed exploration of the conflicting accounts of the term ‘risk’ from the perspectives of tutors, support staff and managers within a further education college and the implications for their practice with students who are identified as ‘at risk’. The findings suggest that perceived risk is strongly associated with behaviours which make the student ‘vulnerable’, which could adversely affect students from so-called ‘disadvantaged’ backgrounds. Therefore, this paper makes the case that the notion of risk could disproportionately impact upon students who are marginalised for a variety of reasons. This could lead to practices which actively exclude students who are perceived to be ‘vulnerable’, and therefore of less value to an institution operating within a neoliberal marketplace
Roland Barthes, Guy Debord and the Pedagogical Value of Creative Liberation
Full text linkThe flexible remit of this article should operate as an invitation for educational practitioners to consider and hopefully engage with a range of democratic and malleable pedagogical tactics, and ways in which they might be adapted across academic and curricular practices within and across Higher Education. As such, the article does not present a specific and robustly complete set of pedagogical models, replete with pre-assigned instructions for an exact and replicative application. Rather, the brief tract should operate to incite and generate thoughts and ideas relating to new and alternative possibilities; and, in doing so, nudge new and insurgent ways of engaging with knowledge, the Higher Education environment, and the student experience. Through the exploration of a range of ideas and concepts, (adapted from the work of Roland Barthes and Guy Debord - specifically the Death of the Author, and the dérive and détournement), the piece argues that Higher Education academics and lecturers need to creatively confront the debilitating values and excesses of consumption – currently sweeping universities – with an insurrectionary range of radical tactics and alternative practices
Bhaskar, Danermark and Price (2018) Interdisciplinarity and Wellbeing: A Critical Realist General Theory of Interdisciplinarity Routledge Studies in Critical Realism,
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A Life Lived in Class: The Legacy of Resistance and the Enduring Power of Reproduction
Full text linkI have spent my whole life in ‘class’, first as a working-class girl and then as a primary school teacher, and later as an academic. My academic career spans over twenty-five years taking the work of Pierre Bourdieu to the limit. Taking Bourdieu’s work to the limits is to engage with his research affectively as well as intellectually, to recognise our own social and academic positioning in the same powerful way he recognised and worked with his own autobiography (Bourdieu, 2007). It also requires the deconstruction and reconstruction of his concepts in relation to our own distinct experiences. In this article I attempt to tease out the many different and antagonistic embodiments of the relationship between a habitus and a field, taking myself as a case study. I am going to focus on two fields: the working-class coal-mining community of my childhood and youth, and the educational system
Higher Education and the Politics of the Radical Imagination
Full text linkIn this paper, I address the vital civic principle that democracies cannot exist without informed citizens and that education itself must be about more than training and is essential to creating critical and engaged citizens. Such an understanding is imperative at a time when democracy is under siege all over the globe. As an example of both the rise of authoritarianism and the challenge it poses to higher education, I focus on not only the election and presidency of Donald Trump but also an emboldened culture of manufactured illiteracy that exhibits a disdain for any notion of education wedded to the pursuit of the truth, science, and the public good. I argue that the Trump administration is engaged in not simply a neoliberal political project designed to consolidate wealth and power in the hands of the financial elite, but also is reworking of the very meaning of education both as an institution and as a broader cultural force. Democracy and politics itself are both in crisis and under siege. The central issue for this essay is what it might mean for educators to take seriously the notion that democracy should be a way of thinking about education - one that thrives on connecting equity to excellence, learning to ethics, and agency to the imperatives of social responsibility and the public good. Regarding the discourse of civic courage, social responsibility and the ethical imagination, I argue that civic literacy is crucial to a democracy and that the university must play a vital role in creating the formative cultures that make critically engaged citizens possible. In addition to taking up these issues, I will point to several recommendations that provide an alternative to some of the oppressive conditions now shaping institutions of higher learning, particularly in the United States. In doing so, I conclude with a particular emphasis on the need for educators to develop a new language of governance accompanied by reclaiming the discourse of civic courage and the ethical imagination, all of which I believe are central to any viable notion of transformative democratic change
Class Precarity and Solidarity in Education: Social Value Co-creation and Non-ownership Social Infrastructures
Full text linkThis paper builds on my previous work in this journal (Hafiz, 2017) on the potentialities of prosociality as a remedy and response to widespread precarity. The aim is to ground prosociality in co-operative social and educational practices rooted in the conscientisation of social and solidarity economy. Pedagogical practices based on principles of solidarity, reciprocity and sustainability can be directed to the production of knowledge (and its associated benefits) in order to meet the basic needs of food, energy, housing, energy production, social caring and well-being in general. This paper deepens the account of prosociality by treating it as a means for cooperation to produce social infrastructures that have a protective function. These infrastructures provide important underpinnings of a universal basic security to be delivered through a social and solidarity economy. I illustrate this from precarity in higher education in the North-West of England with particular reference to the widening participation agenda. This enables me to extend the previous analysis by linking it to the sociospatial complexities of class in higher education and precarity. Specifically, I argue that class differences should be analysed in relation to a differential relationship to the interrelated variables of global dependence – glocal potential that interact with the generative mechanisms of precarity
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