In today’s university, who cares?

There is a crisis of care in UK universities.  Caring for others takes time. And, as the peculiarly Western, capitalist adage goes: time costs money. Yet, neither time nor money are in abundant supply for lecturers in Higher Education who, despite increases in workloads, have had real-term pay cuts of 20% since 2009 and nearly... Continue Reading →

Decolonising Mathematics: an oxymoron?

Much attention has been given over recent years to decolonisation in the context of higher education, including three recent posts in this very blog. For some disciplines, such as Art or Literature, it is clear why decolonisation should take place; after all, not all art was created by dead White men, despite what glancing at... Continue Reading →

Debate me! is debate critical thinking?

Camilla Royle What do you think of when you hear the term “critical”? For many people, and this will probably include undergraduate students, critical thinking is associated with critique or criticising – telling someone else why they are wrong, and you are right. In recent years there has been a great deal of discussion in... Continue Reading →

The uncertainty of communicating uncertainty

Glasses notebook and laptop, Dan Dimmock (CC, Unsplashed) Universities have many societal roles – educating students, conducting research, engaging with local and global communities, and more. Among these, researchers should engage with debates to inform on societal issues and advice on policy. This need to engage with society is directly reflected in the motto of... Continue Reading →

Employment as the Aim of Higher Education: Is It a Problem?

(Wikimedia Commons. Étienne Colaud. A meeting of doctors at the university of Paris. From the "Chants royaux" manuscript, Bibliothèque Nationale, Paris.) Lamentations about the commercialisation and marketisation of higher education have become quite common (Berg and Seeber 2016, Ratcliffe 2015, Siewierska 2020). The key worry expressed by those who oppose these tendencies is that they... Continue Reading →

Free software for higher education

Richard Stallman: launcher and icon of the free software movement, here as St Ignucius (if you never heard about GNU, an extensive collection of free software, and would like to know more, read here). Image credit here. Introduction From proctoring software designed to monitor assessments taken remotely (note: thankfully proctoring software isn’t used at LSE,... Continue Reading →

The Classroom of ‘Killjoys’

Sarah Ahmed is well-known for writing that the ‘killjoy’, as an embodied way of being, suffocates joy by simply claiming the existence of a number of things that are otherwise considered ‘natural’ or ‘innocent’. Through the act of critique the ‘killjoy’ makes visible that which is invisible. The ‘killjoy’ calls for an end to violence... Continue Reading →

Diversifying the Curriculum: Is Repressive Tolerance a Problem?

(image credit: On a plausible intuitive understanding, efforts to diversify curriculum are efforts to revise and modify the content of educational courses offered to students to include perspectives, ideas, and research that are under-represented (McKenna 2017, Mukherji 2019). Hardly anyone argues that diversifying curriculum is something undesirable. On the contrary, it is often assumed... Continue Reading →

Are casualised staff #PartofLSE?

Camilla Royle Casualisation is one of the most prominent employment issues in higher education. Indeed, one of the demands of the ongoing industrial action by the University and College Union (UCU) is for employers to agree a framework for eliminating such contracts from our sector, converting staff currently paid on an hourly basis to fractional... Continue Reading →

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