The really open university: working together as open academic commons
Professor Richard Hall is Co-Director of the Institute for Education Futures, and Professor of Education and Technology at De Montfort University
Professor Hall questioned the role of pedagogic scholarship and innovation in addressing global crises of social reproduction. He argued that working together has both possibilities and impossibilities, which need a richer discussion inside the University. His slides are here (3mb ppt download). Video shortly, maybe.
In the past decade, fall-out from the Browne Review has given birth to a number of alternative education projects. These alternatives focused on creating spaces and curricula that prefigure more democratic ways of doing higher education, in which the boundaries between student and teacher are dissolved and where co-operation and peer-projects between scholars become fundamental. Examples include the Social Science Centre in Lincoln and the Really Open University in Leeds. These projects developed grounded, co-participatory scholarly communities, which acted as incubators for pedagogies like Student-as-Producer (Neary and Winn 2011; Pusey 2016).
However, they also share characteristics with transnational platforms like #RhodesMustFall and #Whyismycurriculumwhite, in attempting to push back against the structuring logics represented by the curriculum (Hall and Smyth 2016). These platforms also connect to co-operative forms of higher education like Mondragon University in the Basque country, the Little Schools of the Zapatista Movement, and the education sector of the Brazilian Landless Movement.
Reflecting on these alternative forms is helpful in analysing our responses to the crisis of higher education, in order to locate spaces for truly progressive pedagogies inside the university. If such spaces do exist, on what are they based and what is their relationship to the curriculum? How do they enable academics and students to respond to issues of inclusivity and diversity, collaboration and peer production? Three responses may be considered:
- open, academic commons supporting a sharing economy inside and across a porous interdisciplinary curriculum;
- safe, scholarly communities of practice, perhaps forming solidarity economies that refuse enclosure;
- positioning the university and curriculum within (and against?) the development of ‘mass intellectuality’, or socially-useful knowledge produced outside the university.