Navigate / search

Is Education Becoming Infected With Money by Alex Dunedin

In this article I want to plot out an argument that the instrumental effect of financialising areas of public value is a destructive force in our society, and that education is becoming ‘infected with money’. By this, I mean that the managerialism of putting finance at the heart of areas of life which are not profit driven is altering the fundamental nature of how people engage with institutions such as education.

We now find ourselves in an age where finance takes us into a neo-feudal system of administrative superstructures which come to govern every aspect of our lives. The managerialism which accompanies the finance brings endless bureaucracies of ever increasing outcomes and measurements, tendering processes, decreasing budgets, loss of agency and top down policy imposition. In corporate administrative workplaces, as Iris Marion Young puts it, “If people have decision making power, it is generally over others’ actions rather than their own” [1]. Read more

Ragged University Has No Funding: Anyway, It Is Not About Money

Recently I was met with disappointment when I had to inform someone that there was no money to pay for expenses so that they could talk at a Ragged University event.  I got the sense that they wanted a token, a symbol of worth, that they were appreciated such as some petrol money or the like.  It was uncomfortable.  The point I had to make was that Ragged University has no funding – there is no money to offer as every last penny, moment or resource (that I have) is set out to create the platform and social setting so that all individuals can share their knowledge in a warm community space.

One day I hope that there will be funding – once the labyrinthine outcomes and measurements culture is negotiated, and a humanised way to illustrate the reality of the project is acceptable to those who hold the purse strings.  Just now outcomes and measurements bureaucracies appear as a deadweight costs which starve the project of the elements needed to create the educational setting.  When funding is attained – without putting individuals under microscopes and without imposing on people’s fragile personal space or thought processes – the money will still be channelled solely to creating educational opportunity. Read more