Sarah Amsler is Reader in Education at the University of Lincoln (UK). She writes on the cultural politics of knowledge and education, teaches the sociology and philosophy of education and critical pedagogies, and is a founding member of the ‘Social Science Centre’ higher education cooperative. She is involved in research projects on transformative cultural practice, popular higher education and pedagogical justice. Her book Educating Radical Democracy is forthcoming.
- "In addition, while there are strong movements that radically rethink the meaning and organisation of the university itself, neither of us yet sees a critical conjuncture that would allow us to conceive of a more radical transformation of the university’s existing institutional forms."
- "2 What is to be done?"
- "Recently, one New Zealand university administration has proposed changing the criteria for academic continuation and promotion to emphasise successful grant applications which ‘stabilise’ one’s position."
- "In institutions where there is little or no academic governance, as is the case of many ‘post-1992’ universities in England, decisions to occupy managerial positions might be made with collective intentions to democratise them."
- "The subsequent expansion of higher education in the US, UK, Australia and New Zealand has primarily been achieved through strategic hiring and student (particularly international) recruitment not so much in the humanities as in STEM, business, and engineering subjects."
- "Sarah, born at the beginning of this period, entered academic life in ways that were not always palpably neoliberal but became a professional academic in more aggressively neoliberal contexts."
- "1 The neoliberalised university embodies the destruction of the public sphere by capitalism."
- "We want to build alternatives, non-monologic and non-administered worlds both inside and outside the university – ethics and sustainability projects in business schools, community-based science research and indigenous public health, critical analysis of ‘benchmarks’, ‘transferable skills’ and ‘strategic goals’ as part of subject knowledge.."
- "• 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."
- "We call attention to these practices cautiously, not wishing to overestimate the progressive possibilities of autonomous, oppositional and creative work within existing systems."