Mark Amsler is Senior Lecturer in English at the University of Auckland (NZ). His teaching and research includes literacy studies, critical theory, semiotics, sociolinguistics and medieval studies. He recently published Affective Literacies: Writing and Multilingualism in the Later Middle Ages, and is currently completely a book on pragmatic discourses and heterodox communities, entitled How to Do Things with Words, 1100-1500.
- "Practice being ‘awkward’ together, and make it fun."
- "• Model heterogeneity, plurality and productive debate in empowering and enabling discourse, rather than as inhibiting or ‘not helpful’."
- "Peer or self-archiving is one possibility; new international projects such as the Open Library of the Humanities point to the emergence of more systematic alternative platforms for disseminating intellectual work."
- "They are also critical spaces of experimentation and ‘conditions within which we are able to engage in processes of humanisation with each other [."
- "He referred to this as a ‘collective’ achievement."
- "• Occupy as many spaces and positions as possible within the institution, where those spaces have the potential to be critically empowering and can strengthen collective intellectual and political relations."
- "In particular: the commodification of the ‘international student’, the tying of academic work to management-imposed performance targets and market efficiencies, the rolling back of labour rights for university and other public workers, the reorganisation of universities into units that can be both centrally controlled and marketed, and the institutional locking-in of loan-based student fees."
- "Extrapolating this logic, how might people react if we were to speak ironically about students as if they were actually commodities in the presence of administrators?"
- "Also, find ways to communicate across departments and disciplines, and to build alternative visions that can be meaningful within the various languages and logics of the university."
- "Many of our younger students and colleagues, however, have had much less exposure to ideas that do not conform to narrow definitions of the usefulness of a university degree determined by specific market goals, returns on student debt, professional status or job anxiety."