Stephen Turner teaches in the English Department at Auckland University. He writes and talks about migrancy, metropolitanism and the constitution of Aotearoa New Zealand. He is interested in ‘untenable objects’, which should not but do exist, which invoke care and courage, and which give us pause and prompt questions about the everyday and what we value. He also writes and talks with Sean Sturm on learning, writing and the university.
- "Otherwise, reflection on rules is reduced to the function of a programme: an app for critical thinking."
- "That is, it is constituted as such by this critically deliberative activity, which we would argue must be interactive (alert to its setting), interpersonal, collaborative and collective."
- "In it, people think ‘outside the box,’ which is to say in ‘innovative’, ‘creative’ or ‘entrepreneurial’ (ICE) clichés (‘crystallised thinking’), because they cannot think what a box is or does."
- ".] that sees possibility ever."
- "Similarly, the increased emphasis on research in the ‘research[ i.e., richer] university’, may be seen as the abandonment of the university’s mission to ‘educate’ in favour of ‘quality assurance’ and outsourced (adjunct) or tickbox (constructively aligned) teaching aligned with faculty goals and aims, themselves aligned with the university’s strategic mission and overseen by managers responsive to the spreadsheet rather than to the classroom."
- "Herein lies the wherewithal that we call worlding or possibilism."
- "We see every ‘class,’ or university occasion, real or virtual, as subtended by the deeper set of questions raised by Māori scholar Te Ahukaramū Charles Royal: ‘Who am I?"
- "We do not simply mean to provoke or persuade; instead, we wish to prompt others to consider what provokes us and to become engaged in the same issues."
- "It is, to paraphrase Barnett, at once hopeful and critical: as he puts it, ‘a university neither in-itself (the research university) nor for-itself (the entrepreneurial university) but for-others‘."
- "Furthermore, for us, this implies that the university as pluriversity is world-making: it enacts a constructive ‘worlding’ or possibilism, in other words, neither the positivism of knowledge production that is blind to its own purposes nor the probabilism of the techno-capital university (the University 2.0) and its taken-as-given normative imperatives."