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.
- "These intellectual aims, far from being disinterested, are at odds with the conception of the university as an instrument of organised capitalism and with the broad conditions of our everyday working lives."
- "How can we revolutionise or reassemble teaching and research by altering the thoughts and practices according to which the logic of organized capitalism is sustained and legitimised?"
- "We are also aware that because the present project transforming universities into market-expansive and profit- producing economic institutions accelerated after 1975, particularly in the US, UK and Australasia, the idea of the academy that we have produced within our own family has been coterminous with both its neoliberal transformation and challenges to it."
- "As one academic said at a general faculty meeting, ‘disciplinary area sounds like the part of the building where you go to get a spanking’."
- "These are some of our initial thoughts on the kinds of work that might contribute in small or maybe not so small ways to the development of a prefigurative politics of academic life, where such politics are still possible."
- "A beneficiary of the expansion of public higher education in the US, she attended the university where both Mark and her mother Ann worked."
- "Requirements that curricula conform to generic university ‘templates’ align knowledge to institutional strategies and controls about the university’s representation for ‘public’ consumption."
- "Sarah was born in 1973."
- "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."
- "Since then, in the US, UK and New Zealand, the numbers of traditional (tenure-track, tenured, or ‘continuing’) university research and teaching posts have declined steadily."