This book focuses on the handful of innovators who 'were crucial' for the creation of the Open University (OU), which enjoyed a 'rapid gestation period'. It is about the political framework, positioning the OU within the patterns of convergence and divergence in the expanding higher education system of the late twentieth and early twenty-first centuries. The OU has its roots in more than a century of engagement with those excluded from conventional higher education. The book is an assessment of the ways in which, since the 1990s, the OU has sought to enable learners to work together to create knowledge. One way to understand the development of the OU is in terms of a business model. The book addresses the crucible in which the OU was formed in terms of politics, socio-economic developments and innovations in teaching. Through practice, reflection and amendment of teaching the OU developed ways of supporting learning through participation in dialogues. The book concentrates upon the activities of Harold Wilson and a small group around him who were responsible for the creation and early running of the university. It focuses on how governments sought to deploy versions of the market across the higher education sector. The book outlines the OU's continued development of self-directed, student-centred learning.
This is the first book-length study of the humanities from Newman to Bologna in the Irish context. It focuses on unique characteristics of university policy in the National University that constrained humanities education. Ireland was a deeply religious country throughout the twentieth century but the colleges of its National University never established a theology or religion department. The official first language of Ireland is Irish but virtually all teaching in the Arts and Humanities is in English. The book examines the influence of such anomalies on humanities education and on Irish society in general. Has the humanities ethos of the Irish University departed radically from the educational ideals of John Henry Newman, its most illustrious ‘founder’? The book re-examines Newman’s vision for the university as well as responses to the 1908 Universities Act. It investigates how leading Irish educationalists and cultural theorists such as Padraig, Pearse, Denis Donoghue, J. J. Lee, Declan Kiberd and Richard Kearney nurtured an Irish humanities perspective in response to more established humanities traditions associated with F. R. Leavis, Edward Said, and Martha Nussbaum. The book employs a comparative approach in examining recent humanities movements such as Irish Studies and postcolonial studies. Humanities debates from other national contexts such as France, the US, and Asia are examined in light of influential work on the university by Samuel Weber, Immanuel Kant, Pierre Bourdieu and Jacques Derrida. This book will appeal to the general public and to students and scholars of Irish education, history and cultural theory.
Universities have historically generated knowledge outside of specific local contexts. These pure research methodologies produce knowledge that is carefully partitioned from the practical realities of a phenomenon. This book suggests a world in peril requires us to question this approach, particularly in the field of environmental sustainability. Environmental health affects everyone and requires integrated and interdisciplinary answers to complex issues. This requires bold action and a radical take on the world. Derived from the Latin radix or “root”, a radical spirit is one that searches for meaning and affirms community.” The community, in this case, is an environment that supports diverse life.
In the twenty-first century, intense debates concerning the university have
flared up in Germany. An underlying factor is the general feeling that the
country's once so excellent universities have been irredeemably left
behind. This book anchors the current debate about the university in the past by
exploring the history and varying meanings of the tradition of Wilhelm von
Humboldt. It first provides a history of the Humboldt-Universität zu Berlin and
the history and content of the Humboldtian tradition. Humboldt was involved in
Greek antiquity, theory of education, Prussian educational system, and
comparative linguistics. If, in spite of this versatility, a comprehensive idea,
his Lebensthema, is to be found, it would have to be human beings and their
Education. The book discusses the contributions of Adolf von Harnack and Eduard
Spranger who emphasised Humboldt as a prominent figure in German university
history. It focuses on three of the most influential figures in the post-war
debate on the university: philosopher Karl Jaspers, historian Gerhard Ritter,
and Germanic philologist Werner Richter. The 150th anniversary celebrations of
the university in 1960 saw the eastern Berlin academia claiming to be the
bearers of the true Humboldtian spirit and the west demonstrating itself as
taking over Humboldt's original idea. The years following 2000 saw most
European countries realising university reforms without any notable opposition,
but in Germany the Bologna process gave rise to heated discussions in the public
University melodramas: the claim
The university loves to have guidelines and policies in place to back itself up …
but it just becomes a bit of, as I would say in Arabic, a ‘Syrian drama’, which is
very like [in a high-pitched voice] aahhhh! Lots of things going on, but nothing
much is happening.1
In April 2010, I began my initiation into the student politics of Palestine–Israel
when I went to observe the NUS National Conference. The UJS and FOSIS had
organised a fringe meeting entitled ‘Hate Speech on Campus’, which had generated intense advance
This book provides an account of the University of Manchester's struggle to meet the government's demands for the rapid expansion of higher education in the 1950s and the 1960s. It looks at the University's ambitious building programme: the controversial attempts to reform its constitution and improve its communications amid demands for greater democracy in the workplace, the struggle to retain its old pre-eminence in a competitive world where new ‘green field’ universities were rivalling older civic institutions. The book tells the story, not just from the point of view of administrators and academics, but also from those of students and support staff (such as secretaries, technicians and engineers). It not only uses official records, but also student newspapers, political pamphlets and reminiscences collected through interviews.
This book explores key critical debates in the humanities in recent times in the context of the legitimation crisis widely felt to be facing academic institutions, using Derrida's idea of leverage in the university. In particular, it concerns an account for the malaise in the university by linking critical developments, discourses and debates in the modern humanities to a problem of the institution itself. The book finds within these discourses and debates the very dimensions of the institution's predicament: economic, political, ideological, but also, inseparably, intellectual. It looks at some of the recurring themes arising in the early key texts of new historicism and cultural materialism. The book also argues that these approaches in a number of ways orient their critical strategies according to certain kinds of logics and structures of reflection. It instances disorientation and leverage in the university by exploring the problematic doubleness of economics as indeterminately both inside and outside contemporary cultural theory. The book also argues that the interdisciplinary approach of cultural analysis has a certain amount of difficulty positioning economics as either simply an outside or an inside. The orientation and leverage within the university apparently offered by the development of cultural studies and by certain forms of interdisciplinarity comes at the cost of an irresolvable disorientation between the object and the activity of criticism.
The university campaign
The issue of university education in Ireland was a constant source of
grievance for the bishops. The university system in Ireland was ‘at the
centre of a network of proselytism and indiﬀerentism which the hierarchy had come to regard as the characteristic of the Protestant constitution
in Ireland’.1 The Roman Catholic Church demanded the same rights and
recognition which the state extended to Protestants in terms of statefunded, denominational university education. The demand for national
justice, however, masked other
Eileen Martin, Emma McKenna, Henk Mulder, and Norbert Steinhaus
partnerships: science shops and
Eileen Martin, Emma McKenna, Henk Mulder and Norbert Steinhaus
Science shops originated in the Netherlands in the 1970s as part of the wider
democratization-of-science movement. The gap between civil society and traditional knowledge providers was recognized by Dutch students, who established
relationships with civil society organizations (CSOs) to bring their research
needs into universities where they could be addressed by students as part of their
academic course of study. The
It is important to address the key social and cultural theorisations around issues such as freedom, democracy, knowledge and instrumentalism that impact the university and its relationship with and to the arts. This book maps out various ways in which the arts and creative practices are manifest in contemporary university-based adult education work, be it the classroom, in research or in the community. It is divided into three sections that reflect the normative structure or 'three pillars' of the contemporary university: teaching, research and service. The focus is on a programme that stems from the university's mission and commitment to encouraging its graduates to become more engaged citizens, willing to think critically and creatively about issues of global import, social justice and inequality. The Storefront 101 course, a free University of Calgary literature course for 'non-traditional' adult learners, aims to involve students in active dialogic processes of learning and civic and cultural engagement. Using the concept of pop-up galleries, teacher education is discussed. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, and outlines current arts-based theories and methodologies. It provides examples of visual and performing arts practices to critically and creatively see, explore, represent, learn and discover the potential of the human aesthetic dimension in higher education teaching and research. A more holistic and organic approach to lifelong learning is facilitated by a 'knowing-through-doing' approach, which became foregrounded as a defining feature of this project.