Sand in the Machine: Encouraging Academic Activism with Sociology HE Students Today

  • Joyce E. Canaan
Chapter

Abstract

How far can academic activism be taken in mainstream HE today? Can we take it so far as to act as ‘sand in the machine’, to paraphrase Eich, encouraging students to work with us to critically explore and potentially progressively transform the beast whose belly we work within (to switch metaphors)? Or is this aim an illusion harboured by those of us who still locate ourselves on the left? As my chapter title suggests, I believe that it is possible to act as sand in the machine, and that we can do so in part by working dialogically with students and colleagues to resist the alienation that the neo-liberal restructuring of HE is producing. This belief stems in part from my left activism over the past 20 years that has led me to view the ever-greater imposition of the neo-liberal logic on the public sector in general and education in particular with both dismay and a determination to continue to resist this imposition as it widens and deepens. Like Freire (1996) and others (see, for example, Bourdieu, 2003; Giroux, 1999, 2009), I recognise that education is never a neutral process and therefore that HE, like other formal and informal educational spaces, is a political site like others. Indeed my research and teaching are motivated by the recognition that we and our students work under progressively worsening conditions. As I and others have discussed elsewhere, lecturers now teach, research, and complete the paperwork that audit and new managerialism require, under worsening conditions.

Keywords

Social Theory Student Engagement Academic Literacy Academic Activism Critical Pedagogy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Ainley, P. (2009) ‘Widening to What? Higher Education’s Credibility Crunch’, Studies in Higher Education, Conference Paper Challenging Higher Education: Knowledge, Policy and Practice.Google Scholar
  2. Ainley, P. (2006) ‘Hegel in the Classroom: Learning about Learning in a New University’, in Cope, J., Canaan, J.E. and Harris, D. (eds), Learning and Teaching Social and Political Theory, University of Birmingham: C-SAP monograph, pp. 54–72.Google Scholar
  3. Ainley, P. and Canaan, J.E. (2006)‘Critical Hope at the Chalkface: View from two English Universities’, special issue of Cultural Studies r* Critical Methodologies, in Darder, A. and Miron, L.F. (eds), Critical Pedagogy at a Time of Uncertainty: A Call to Action 6(1): 94–106.Google Scholar
  4. Amsler, S. and Canaan, J.E. (2008) ‘Whither Critical Pedagogy: Challenges and constraints on “critical education”’, in ELiSS (Enhancing Learning in the Social Sciences) (1)2: Autumn.Google Scholar
  5. Baldwin, T. (ed.) (2003) Merleau-Ponty: Basic Writings. London and New York: Routledge.Google Scholar
  6. Bourdieu, P. (2003) Firing Back: Against the Tyranny of the Market. London: Verso.Google Scholar
  7. Bourdieu, P. and Passeron, J. (1977) Reproduction in Education, Society and Culture. London: Sage.Google Scholar
  8. Callender, C. (2008) ‘The Impact of Term-time Employment on Higher education Students’ academic Attainment and Achievement’, Journal of Education Policy 23 (4): 359–77.CrossRefGoogle Scholar
  9. Canaan (2002) ‘Teaching Social Theory in Trying Times’, Sociological Research Online, 6(4), Available at www.socresonline.org.uk/6/4/canaan.html.Google Scholar
  10. Canaan, J. (2002–2006) Reflexive Journals, diary, and focus groups 1&2. Unpublished.Google Scholar
  11. Canaan, J.E. (2009) Analysing a Neoliberal Moment in English Higher Education: Reflections from a Diary. Paper presented at the ‘Gender and Sexuality: Neoliberal discourse and the discursive limits of “equality” in higher education’, University of Birmingham School of Education, May.Google Scholar
  12. Canaan, J.E. (2008) ‘A Funny Thing Happened on the Way to the (European Social) Forum: Or How New Forms of Accountability are Transforming Academics’ Identities and Possible Responses’, in Canaan, J.E. and Shumar, W. (eds), Structure and Agency in the Neoliberal University, New York and London: Routledge, pp. 256–77.Google Scholar
  13. Canaan, J.E. (2006a) ‘Developing a Pedagogy of Critical Hope’, Learning and Teaching in Social Science Summer.Google Scholar
  14. Canaan, J.E. (2006b) Personal communication with Liam Kane, dated 15 March 2006.Google Scholar
  15. Canaan, J.E. (2006c) ‘Teaching Social Theory: Reflections from a Teaching Diary’, in Cope, J., Canaan, J.E., Joyce E., and Harris, D. (eds), Learning and Teaching Social and Political Theory, University of Birmingham: C-SAP monograph, pp. 73–96.Google Scholar
  16. Canaan, J.E. (2005a) Module Guide: Gender, Class and Race in a Comparative Perspective.Google Scholar
  17. Canaan, J.E. (2005b) Session 1, Gender, Class and Race in a Comparative Perspective.Google Scholar
  18. Canaan, J.E. (2002) Reflexive Teaching Diary.Google Scholar
  19. Canaan, J.E. and Shumar, W. (2008a) ‘Higher Education in the Era of Globalization and Neoliberalism’, in Canaan, J.E. and Shumar, W. (2008b) Structure and Agency in the Neoliberal University, New York and London: Routledge, pp. 1–30.Google Scholar
  20. Canaan, J. and Shumar, W. (2008b) Structure and Agency in the Neoliberal University. New York and London: Routledge.Google Scholar
  21. Chatterton, P. (2008)‘Using Geography to Teach Freedom and Defiance: Lessons in Social Change from “Autonomous Geographies”’, Journal of Geography in Higher Education, 32(3): 419–40.Google Scholar
  22. Crowther, J., Galloway, V., and Martin, I. (eds) (2005) ‘Introduction: Radicalising Intellectual Work’, in Crowther, J., Galloway, V., and Martin, I. (eds), Popular Education: Engaging the Academy International Perspectives, Leicester: NIACE (National Institute of Adult and Continuing Education), pp. 1–7.Google Scholar
  23. Davies, B. (2004) ‘The Ambivalent Practices of Reflexivity’, Qualitative Inquiry 10 (3): 360–89.CrossRefGoogle Scholar
  24. Davies, B. and Petersen, E.B. (2005) ‘Neo-liberal Discourse in the Academy: The Forestalling of (Collective) Resistance’, LATISS: Learning and Teaching in the Social Sciences 2 (2): 77–98.Google Scholar
  25. Freire, P. (1996) Pedagogy of the Oppressed (trans. Myra Bergman Ramos). London: Pengu in Press.Google Scholar
  26. Giroux, H. (2009) Academic Labor under Siege: Towards a Politically Engaged Professionalism, CUNY Graduate Center Advocate. Available at http://gcadvocate.org/index.php/view/00428/Academic-labor-under-siege.htm. Accessed on 15 September 2009.Google Scholar
  27. Haggis, T. (2006) ‘Pedagogies for Diversity: Retaining Critical Challenge amidst Fears of “Dumbing Down”’, Studies in Higher Education 31 (5): 521–35.CrossRefGoogle Scholar
  28. Haggis, T. (2003)‘Constructing Images of Ourselves? A Critical Investigation into “Approaches to Learning” Research in Higher Education’, British Educational Research Journal, 29(1): 89–104.Google Scholar
  29. Haraway, D. (1988) ‘Situated Knowledges: The Science Question in feminism and the Privilege of Partial Perspective’, Feminist Studies 14(3), Autumn: 575–99.Google Scholar
  30. Higgins, R., Hartley, P., and Skelton, A. (2001) ‘Getting the Message across: The Problem of Communicating Assessment Feedback’, Teaching in Higher Education 6 (2): 269–74.CrossRefGoogle Scholar
  31. Holloway, J. (2005a) Zapatismo and the Social Sciences. Available at http://www.red.m2014.net/article.php3?id_article=139. Accessed on 10 October 2005.
  32. Holloway, J. (2005b) Zapatism Urbano. Available at http://www.red.m2014.net/ article.php3?id_article=141. Accessed on 15 September 2005.Google Scholar
  33. Holst, J.D. (2009) ‘The Pedagogy of Ernesto Che Guevara’, International Journal of Lifelong Education 28 (2): 149–73.CrossRefGoogle Scholar
  34. Holt, J. (1964) How Children Fail. Harmondsworth, Middlesex: Penguin. Kane, L. (2006) Personal communication, dated 22 March 2006.Google Scholar
  35. Kane, L. (2007a) ‘Conflict and Co-operation between “Popular” and “State” Education in Latin America’, Journal of Adult and Continuing Education 13 (1): 53–67.CrossRefGoogle Scholar
  36. Kane, L. (2007b) ‘The Educational Influences on Active Citizens: A Case-study of Members of the Scottish Socialist Party (SSP)’, Studies in the Education of Adults 39 (1): 54–76.Google Scholar
  37. Kane, L. (2005) ‘Ideology Matters’ in Crowther, J., Galloway, V., and Martin, I. (eds), Popular Education: Engaging the Academy International Perspectives, Leicester: NIACE (National Institute of Adult and Continuing Education).Google Scholar
  38. Lea, M.R. (2004)‘Academic Literacies: A Pedagogy for Course Design’, Studies in Higher Education 29(6):739–56.Google Scholar
  39. Leathwood, C. and O’Connell, P. (2003) ‘“It’s a Struggle”: The Construction of the “New Student” in Higher Education’, Journal of Education Policy 18 (6): 597–615.Google Scholar
  40. Lewis, M. and Ashford, V. (2005) A Critical Framework for Mentoring As Activism in Higher Education. Paper presented in panel co-organised by J.E Canaan and W. Shumar for C-SAP November conference From Alienation to Activism: Responding to the Legitimation Crisis of Higher Education.Google Scholar
  41. Lyon, D. (2001) ‘Surveillance after September 11’, Sociological Research Online, 6(3). Available at http://www.socresonline.org.uk/6/3/lyon.html. Accessed on 02 February 2009.Google Scholar
  42. Lyotard, J-F. (1984) The Postmodern Condition: A Report on Knowledge. Manchester: Manchester University Press.Google Scholar
  43. McKenzie, J. (2003) ‘The Student as an Active Agent in a Disciplinary Structure: Introducing the Patchwork Text in Teaching Sociology’, Innovations in Education and Teaching International 40 (2): 152–60.CrossRefGoogle Scholar
  44. McManus, R. (2006) ‘Marketing the Monster: Teaching Social Theory in the Globalised Market of New Zealand Higher Education’, in Cope, J., Canaan, J.E., and Harris, D. (eds), Learning and Teaching Social Theory, University of Birmingham: C-SAP Monograph, pp. 138–63.Google Scholar
  45. Mohanty, S.P. (2003) ‘The Epistemic Status of Cultural Identity’, in Alcoff, L.M. and Mendieta, E (eds), Identities: Race, Class, Gender and Nationality, Oxford UK, Malden MA, USA: Blackwell, pp. 392–405.Google Scholar
  46. Moodle Docs (2006) Philosophy. Available at http://docs.moodle.org/en/ Philosophy. Accessed on 15 March 2006.Google Scholar
  47. Neary, M. (2005) Renewing Critical Pedagogy: From Popular Education to Academic Activism–Teaching as a Site of Struggle, paper presented in panel co-organised by J.E. Canaan and W. Shumar for C-SAP conference.Google Scholar
  48. Petersen, E.B. (2009) ‘Resistance and Enrolment in the Enterprise University: An Ethno-drama in Three Acts’, with appended reading, Journal of Education Policy 24: 409–22.Google Scholar
  49. Rosie, A., Bufton, S., and Hirst, J. (2001) ‘Sociology as a Moral Discourse: A Case Study of Social Theory Teaching’, British Journal of Sociology ofEducation 22 (2): 217–26CrossRefGoogle Scholar
  50. Santos, B. de S. (2006), ‘The University in the 21st Century: Towards a Democratic and Emancipatory University Reform’, in Rhoads, Robert and Torres, Carlos Alberto (eds), The University, State, and Market: The Political Economy of Globalization in the Americas. Stanford: Stanford University Press, 60–100.Google Scholar
  51. Santos, B. de S. (2003)The Popular University of Social Movements to Educate Activists and Leaders of Social Movements, as well as Social Scientists, Scholars and Artists Concerned with Progressive Social Transformation. Available at http://www.ces.uc.pt/universidadepopular/Popular%20University%20of%20 the%20Social%20Movements.pdf. Accessed on 06 September 2006.Google Scholar
  52. Shumar, W. (1997) College for Sale: A Critique of the Commodification of Higher Education. London: Falmer Press.Google Scholar
  53. Shumar, W. (2006)‘Commodification versus Civic Engagement: Service Learning in the Sociology Curriculum’, in Cope, J., Canaan, J.E., and Harris, D. (eds), Learning and Teaching Social and Political Theory, University of Birmingham: C-SAP monograph, pp. 97–118.Google Scholar
  54. Street, B. (2004) ‘Academic Literacies and the New Orders: Implications for Research and Practice in Student Writing in Higher Education’, Learning and teaching in the Social Sciences 1 (1): 9–20.CrossRefGoogle Scholar
  55. Street, B. (2003) ‘What’s New in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice’, Current Issues in Comparative Education 5(2). Available at http://www.tc.columbia.edu/cice/. Accessed on 12 December 2005.Google Scholar
  56. Thorpe, C. (2008) ‘Capitalism, Audit and the Demise of the Humanistic Academy’, Workplace. Available at http://www.cust.educ.ubc.ca/workplace/issue15/index.html. Accessed on 20 August 2009.Google Scholar
  57. Von Kotze, A. (2005) ‘People’s Education and the Academy: An Experience from South Africa’, in Crowther, J., Galloway, V., and Martin, I. (eds), Popular Education: Engaging the Academy International Perspectives, Leicester: NIACE (National Institute of Adult and Continuing Education), pp. 11–21.Google Scholar

Copyright information

© Joyce E. Canaan 2010

Authors and Affiliations

  • Joyce E. Canaan

There are no affiliations available

Personalised recommendations