8 Matching Annotations
  1. Feb 2019
    1. Escobar casts wide the net of his critique, his objective is not merely to tackle neoliberal capitalism, rampant individualism, patriarchy or colonialism — although each of those topics are explored in detail. He is writing against nothing less than all of modernity, a “particular modelo civilizatorio, or civilizational model… an entire way of life and a whole style of world making.” Our toxic, modern lifestyle in the Global North and the way it understands (or fails to understand) the relationality between humanity and other forms of life plays the dominant role in creating the contemporary crises. To preserve the future we need a different way of life and way to relate to all of life, “no less than a new notion of the human.” The crises are inseparable from our social lives. We need to step outside of our established worldviews to bring about significant transformations. Is this possible? How can we achieve such a transition?

      Designs for the Pluriverse book review

  2. Aug 2018
    1. In this consumerist-led version of proletarianization, which is very per-tinent to what is happening with the commodification of higher educa-tion, the argument is that ‘consumers are “discharged” of the burden as well as the responsibility of shaping their own lives and are reduced to units of buying power controlled by marketing techniques’ (p. 34). For example, in rating and ranking scales and league tables, marketing agencies have essentially appropriated the decision-making process from students and their parents. Today’s ‘cognitive capitalism’, Lemmens says, is producing the ‘systematic destruction of knowledge and the knowing subject’ (p. 34), in what Stiegler calls the ‘systematic industri-alization of human memory and cognition’ (p. 34). As Stiegler (2010b) cryptically puts it, what is at stake is ‘the battle for intelligence’ (p. 35) which had its most recent genesis in the ‘psychopathologies and addic-tive ‘behavior patterns’ (Lemmens 2011, p. 34) brought about by the ‘logic of the market’ ushered in by Thatcher and supported by Reagan. This unleashed ‘a cultural and spiritual regression of unprecedented magnitude, transforming the whole of society into a machine for profit maximization and creating a state of “system carelessness” and “systemic stupidity” on a global scale’ (p. 34). It is literally ‘a global struggle for the mind’ in a context where there is an erasure of ‘consciousness and sociality’ (p. 35)

      Draws on labour process theory and the work of Stiegler to conceptualise the de-professionalisation of academic workers and their proletarianisation. This relates to the arguments about how economic rationales have colonised all areas of social life.

      This seems to mirror similar arguments put forward by Nikolas Rose and Michel Dean and other post-structuralists such as drawing on Foucault's governmentality

    2. Far from ‘competition’ supposedly driving ‘innovation’, Connell (2013) argues that it does the reverse. In the first instance, what a neo-liberal conception of the university produces, is the ‘reproduction of global dependency’ (p. 2)—through a ‘neocolonial dependence...built into performativity through international rankings of journals, depart-ment and universities’, whereby local intellectual cultures are under-mined and obliterated through an unhealthy reliance on ‘impact factors and ‘citations’ (p. 2). Secondly, the ‘entrenchment of social hierarchies in knowledge production and circulation’ (p. 2), act to further sediment privilege in the already advantaged—institutionally, in Australia in the older so-called ‘sandstone’ universities, and individually in the scions of the privileged who attend them.

      The neocolonial nature of the research performativity regime and its epistemological dominance.

    3. rgues that the very fibre of democracy which we understand to be ‘individual and collective self-rule’ and which we take to be ‘a perma-nent achievement of the West’ and that cannot be ‘lost’, is in the process of being completely ‘overwhelmed and ... displaced by the economium to enhance capital value, competitive positioning, and credit ratings’ (p. 10)

      Is this a problematic argument? The collapsing of the ideas of democracy and liberty into the category of the ´West´.

    4. Transformed in this process is the very nature of knowledge:Neoliberalization replaces education aimed at deepening and broadening intelligence and sensibilities, developing historical consciousness and her-meneutic adroitness, acquiring diverse knowledge and literacies, becom-ing theoretically capacious and politically and socially perspicacious, with [forms of] education aimed at honing technically-skilled entrepreneurial actors adept at gaming any system. (p. 123)

      neoliberalism and the transformation of knowledge and knowledge work

    5. By way of explaining why there is so much internal unrest and dissention in universities, Boyer (2011) says that the ‘dominant critical narrative’ emerges from the ‘dissipat[ion of] organizational and collegial auton-omy in order to better saturate universities with market-oriented prin-ciples (knowledge as commodity, faculty as wage labour, administration as management, student body as consumer public, university as market-place)’ (pp. 179–180).The loudest opposition to this intensified neoliberal regime has come from ‘faculty’ who, ‘among the three estates of the university (students, faculty, administrators)...has experienced the deepest erosion of auton-omy under the current reforms’ (Boyer 2011, p. 180). Coupled with this is the view that students stand to ‘enhance their social power with their new image as sovereign consumers, and the re-imagination of the uni-versity as a kind of for-profit corporation run by profit-minded managers has helped to cement the political hegemony of administrators’ (Boyer 2011, p. 180).

      Boyer's argument is that faculty feel neoliberalism more intensely than administration of students because it is felt as a direct assault on autonomy. c.f Nixon and Walker on the issue of autonomy and academic freedom as sectional interest in tension with a wider agenda for freedoms.

    6. In other words, neoliberalism works through the way in which it ‘dissemi-nates market values and metrics to every sphere of life and construes the human itself exclusively as homo oeconomicus’ (Brown 2015, p. 176). Brown (2015)

      a definition of the way neoliberalism as ideology, governance and economic ordering frames all life in market terms

  3. Jul 2018
    1. (DNEL) 3.4 mg/kg bw/day neurotoxicity

      As a child you should not swallow more than 130 mg of Aluminium chloride hydroxide sulphate per day.