Nina Power

(Why We Can’t) Let the Machines Do It: A Response to Inventing the Future

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The fourth post in our (already pretty popular) forum on Nick and Alex Williams’ Inventing the Future, this time from Sophie Lewis and David M. Bell. Sophie is at the University of Manchester, writing up a PhD on surrogacy’s uneven ‘cyborg’ geography and thinking about its utopian potential. She has written about surrogates for Jacobin, The New Inquiry, and The Occupied Times; currently, excerpts are included in the 2015 “Technotopia” symposium. She also writes with the Out of the Woods (anticapitalist ecology) collective. She has co-translated Bini Adamczak’s Communism For Kids and written things that appear in Mute, Open Democracy, the ‘Demanding the Future’ tumblr, and on Novara Wire. David M. Bell is a Research Associate on the ‘Imagine’ project in the Department of Geography, University of Sheffield. He is interested in the potentials and dangers of utopia(nism) within, against and beyond capital, the state and itself. He has written on the politics of musical improvisation, utopian fiction and participatory arts practice; and is currently working on two book projects: Rethinking Utopia: Place, Power, Affect, to be published by Routledge in 2016; and A Future History of Sheffield: Art Practice, Hope and the City, with Jessica Dubow and Richard Steadman-Jones.

To The Future! But Whose?

To The Future! But Whose?

1. 

Inventing the Future provides a ‘plausible programme for ‘a world free of work’. It ‘shows us how we can organise’ to ‘realise a postcapitalist world’. So state its back-cover endorsements by Mark Fisher and Paul Mason. You should never judge a book by its blurb, but these claims are not to be sniffed at: here are two prominent thinkers of the UK left positioning this book as, if not a blueprint for utopia, a blueprint for utopianism – a roadmap that doesn’t quite cover the future but certainly takes us to its outskirts. The hyperbole continues away from Verso’s official promotional campaign too: Novara Media founder Aaron Bastani has publicly suggested that Corbyn’s Shadow Cabinet receive copies of the book’s chapters as bedtime reading pamphlets. We are not so sure. There is much of value in Inventing the Future (hereafter ItF); and it certainly opens up space for thinking about what might be and how we might get there. But there are serious questions about who this future is for, whose labour (re)produces it, and who it will continue to exclude.

Before the reader is let in on how we can invent the future, however, they need to be disabused of various notions that are holding it back. These are grouped together under the rubric of ‘folk politics’ – a supposed ‘constellation of ideas and intuitions within the contemporary left that informs the common-sense ways of organising, acting and thinking politics’ (p. 10). Its key features are the privileging of ‘local particularisms’; the spatially and temporally ‘immediate’ (and ‘unmediated’); ‘resistance’; and the ‘natural’. The attitude that Srnicek and Williams (hereafter S&W) take to this assemblage is remarkably similar to Marx and Engels’ position on utopian socialism: it was necessary in that it locally kept alive the possibility of alternative ways of living while large-scale political change was impossible, but once the material conditions for totalizing political change (supposedly) arrive, revolutionaries should embrace them and move beyond their quaintly uninspiring New Lanarks, exchange banks and workers’ associations. The time! is! (was!) now! (then!).

Against ‘folk politics’, S&W believe that a return to universalism is necessary for the invention of the future. Whilst acknowledging the colonial history (p. 76) of the universal and rejecting ‘Eurocentricism’ (pp. 77-78), they nonetheless argue that abandoning this structure of thought entails ‘licensing all sorts of oppressions as simply the inevitable consequence of plural cultural forms.’ (p. 77) This seems odd given that so many Indigenous and pre-colonial practices, identities, sexualities and cosmologies with liberatory potential have been destroyed in the name of universalism; and whilst these are acknowledged with the claim that there are non-European forms of ‘reason’, ‘science’, ‘progress’ and ‘freedom’ (p. 77), we are not convinced that these decidedly European terms are the most suitable labels for them. (What does ‘progress’ mean for cultures whose temporalities are nonlinear, for example?). We are more heartened, however, by the call for a universalism that is ‘pluri-versal’ and ‘does not entail homogeneity…does not necessarily involve converting diverse things into the same kind of thing’ (here, S&W refer to capitalism’s ability to sustain and draw power from diverse forms of social organization); and which ‘must recognise the agency of those outside Europe…in building truly planetary and universal futures.’ (p. 78) Continue reading →

The New School for Privatised Inquiry

/ Pablo K / 6 Comments

UPDATE (5 June): Now cross–posted at Campaign for the Public University and at Critical Legal Thinking. The New College of the Humanities has already been called The Ultimate Scab University. I should have titled the post that.

Nina Power also has a call for boycott up and a running info post exposing, amongst other things, that many of the Professors involved have bought shares in the New College. A strange kind of workers’ management, but one apparently meant to incentivise its intellectual labourers through the lure of profits on thought. See also the expanding discussion at Leiter Reports and A.C. Grayling’s defence (in reply to the Birkbeck Student Union Chair).

In 1919, John Dewey and others founded The New School for Social Research, intended to offer a democratic and general education for those excluded by existing structures. On the faculty side, this meant a staunch defence of academic freedom in the face of increasing censorship and a climate of intellectual fear. For students, it meant evening classes, an open structure of instruction and the ability to engage in inquiry despite exclusion from the other universities of the time. A fascinating legacy even before it became a refuge for forces of critique fleeing Fascist Europe.

Now there is a new New School. A New College in fact. A.C. Grayling, Richard Dawkins, Ronald Dworkin and Peter Singer (yes, Peter Singer), amongst others, have inaugurated this new space for privatised inquiry. Tuition fees will be £18,000 a year. While the original New School aimed for “an unbiased understanding of the existing order, its genesis, growth and present working”, the New College gives you the skills “needed for success in this complex and competitive world”. There will be courses in how to do slick presentations and on effective working-with-others. Ironically enough, there will also be instruction in ‘applied ethics’ and ‘critical thinking’ (will education and the public good be topics of study I wonder?). The TV-friendly, rent-a-theory Professoriate glistens, although it seems unlikely that many classes will actually be taken by Niall Ferguson and Steven Pinker (visiting Professors only). Many other stars already hold other posts. And a closer look indeed reveals that ‘conveners and other teaching staff’ might bear somewhat more of the teaching load than advertised.

Four heads of major private schools sit on the Advisory Board. Intriguingly, the formal academic entry requirements seem rather low. Some funds are available for those from more deprived backgrounds (news reports suggest around 20% of entrants will get some kind of ‘assisted place’), but otherwise there is just some loose talk about ‘using a tuition fee loan’, although I assume this won’t be on the preferential rates and deferral plans available through the more antiquated public institutions. As Martin McQuillan intimated, it also seems that Grayling et al. have some inside info on the forthcoming White Paper, at least enough to calculate that their fees-and-hand-outs combination will not be penalised by standards on access and equality for degree-granting institutions (since it also seems that qualifications from the New College will count as endorsed by the University of London).

This is the hour for the experiment; and London is the place…

Which is all by way of saying that New College represents a new stage in business ontology. Today the public provision of humanities is framed again and again as unsustainable, unproductive and antiquated. London Met, which educates more black and ethnic minority students than the whole Russell Group combined, is facing the closure of 70% of its undergraduate courses, predominantly drawn from its humanities and arts provision, all overseen by a political elite who received their free educations in cognate subjects. UK higher education is systematically and chronically under-funded thanks to a governing class that has been spending less on schooling and free inquiry than any of its ‘competitors’ for several decades now. There is nothing natural about the emergence of a market which will bear the dubious pricing of Grayling’s project, and no objective need for the fresh sources of private investment that he cites as somewhere in support of the endeavour. We do indeed need ‘a new model’, but not this one.

‘Immediate Commodifiability’; Or, A Virtual Teach-In on Austerity in Education

/ Pablo K / 1 Comment

As a public service, some of the best of recent (and older) diagnosis and critique, largely an extension of work already done over at Infinite ThØught:

It is fascinating, and very revealing, to see how Browne’s unreal confidence in the rationality of subjective consumer choice is matched by his lack of belief in reasoned argument and judgment. The sentence that immediately follows the vacuous one about students’ ‘wants’ reads: ‘We have looked carefully at the scope to distribute funding by some objective metric of quality; but there is no robust way to do this and we doubt whether the choices of a central funding body should be put before those of students.’ It is, first of all, striking that the only alternative envisaged to the random play of subjective consumer choice is an ‘objective metric of quality’, i.e. some purely quantitative indicator. And second, it is no less striking that instead of allowing that an informed judgment might be based on reasons, arguments and evidence, there are simply the ‘choices’ made by two groups, treated as though they are just two equivalent expressions of subjective preference. We can have the money for a national system of higher education distributed either in accordance with the tastes of 18-year-olds or in accordance with the tastes of a group of older people in London: there’s no other way to do it.

Stefan Collini, Browne’s Gamble

György Lukács used to say that the objective unity of the capitalist order was never so apparent as in a phase of crisis. Then, the relative autonomy of expansionary times, which were so often asserted as the reality of social relations, would be abruptly suspended. The power of discretion would flow back to the centre, to the strategic politics of the state and to those prepared to launch a fundamental challenge to it.

What is objectionable is the ascendency of quantification, the emergence of quantifiability as a qualifying condition of relevance and admissibility. A species of transcendental reductionism. We need look no further than the familiar, degraded world of academic research. Scientific and scholarly projects, we all know, do well in these times to internalise the definitions, the priorities and the timescales of the REF as a main condition of finding institutional support. Reputation – the regard of one’s peers and serious audiences – is a frothy measure of achievement if it cannot be captured in scores and tables…League tables generally do not only reduce particular and distinct activity to a single numerical scale. As numerical procedures, they offer perverse compensation by generating distinctions where none can credibly be thought to exist in reality. 10 or 15 institutions differ within the space of 1%. But the visual code of the table – equal spacing in the plane of the vertical – renders such trivia grave and lapidary, carves them in stone…These processes of quantification and financialisation are effecting a progressive abstraction of university functions, in which exchange value is the homogeneous substance of working life. Now the labour of perfecting and defending these processes calls for an equally abstract organisational stratum of leader-managers, in a classic process of bureaucratisation.

Francis Mulhern, Humanities and University Corporatism

Wendy Brown, Why Privatisation Is About More Than Who Pays

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Beware the Academic Troll-Master!

/ Pablo K / 1 Comment

But I see motivating students, passing on enthusiasm, as the first and most important task of a teacher. (Which isn’t to say that one has to blindly encourage everything a student says or writes; far from it.) That’s why I would say that one of the most despicable figures in the academic bestiary is the Troll-Master: the figure who feeds on the crushed enthusiasm of belittled students. The easiest way to win a cheap kind of respect is by adopting a nothing-can-impress-me hyper-critical stance, doused in cool weltweltschmerz, finding fault everywhere, handing out praise and encouragement only very rarely; it’s a transparent tactic, but one that works surprisingly well, and not only on jejune students, but also on very accomplished people, even those who have written a number of books. Often, the Troll-Master’s own intellectual project will be mediocre and/or suspended – it’s clear that all their libidinal energy is tied up in enslaving students into neurotic servitude. Troll-Masters can permanently insinuate themselves into students’ heads, but usually their power depends upon the hothouse claustrophobia of the university department – they are village despots, whose charismatic tyranny seldom works outside their own turf. If they have a long-term effect, it is only to produce more grey vampires.

K-Punk, ‘Break Through in Grey Lair’

One temptation is the patronizing attempt to over-identify with the imperative “not to learn” supposedly possessed by students. We could call this the “slacker” temptation – of course all students want to do is smoke dope and play Playstation! This model of teaching presupposes two intellectual classes: those who (contingently) want to learn (the lecturer him- or herself) and those who do not (most students, and by extension, most everybody). This approach is a kind of mastery, disavowed in this case and all the more pernicious for it – I know enough to tell you that you do not need to know. It is the supercilious attitude of the newspaper columnist who chucks in references to Marx, postmodernism, etc. before airily informing the less-informed reader that he or she doesn’t need to bother finding out anything about them for him- or herself. Equality of intelligence is here smothered by the laziness, not of the students, but of the teacher, who churns out information without really believing that the audience will be interested in receiving it. As Rancière puts it, “explication is the work of laziness”. The fear masked here, both by assuming student apathy and by preserving the knowledge you yourself possess, is the idea that actually there is nothing “special” about your capacity to learn…

…We must acknowledge a changed landscape: not exclusion, straightforwardly, but a peculiar form of staggered expansion. The supposedly elite institutions are still there at the top, the old-boys and girls networks still churning out elite fodder for the same kinds of jobs – politics, diplomacy, high-end culture industry work, etc. At the same time, the expansion of higher education and the re-branding of ex-Polytechnics as universities in the UK has created a situation in which no one need be excluded. It is no longer a question of keeping them out, but of ensuring they go where they are supposed to. A further change comes at the economic level. As noted, fees have created a kind of split-subject of the university: the “client” who pays for a service and yet is still a subject “supposed to be criticized” or even failed. Endless feedback forms, along the lines of customer satisfaction surveys, entail that students are supposed to know how well that which they don’t yet know is being conveyed.

Nina Power, ‘Axiomatic Equality: Rancière and the Politics of Contemporary Education’