1. The corporate university as critic and conscience of society
The corporate university as critic and conscience of society? Academics and the challenge of community engagement
David Small
University of Canterbury, Aotearoa/NZ
OCIES Conference, Port Vila, Vanuatu
4 November 2015

2. Our World of Desperation

3. Global Inequality 2015

4. Consequences of Inequality
Clearly demonstrated in the work of Wilkinson and Pickety. On pretty much every social measure, more unequal societies scored worse.
In an educational context, one significant impact of growing inequality is that it raises the stakes.
Rewards for success are far greater. Consequences of failure are far more dire.

5. Neoliberalism Global in scope. Rapid in spread.
Transformed every society on earth internally and in how societies relate with each other.
Public state influence replaced by private market forces.

6. Impact on critical thought - politics
Decline in strength of civil society actors – unions, churches, women’s groups, depoliticisation of youth.
New formations emerging. But there is slippage back to viewing the answer to social problems in terms of individualised, hand-out, charity-based approaches to social problems.
Another feature is the confinement of notions of democracy to electoral politics. We won, we will wield power and you can wait 3, 4 or 5 years until you will have another say.
Limitations of electoral politics. Dealing with NL legacy. Wedded to polls so can’t lead debate.

7. NL impact on critical thought
Decline in strength of civil society actors – unions, churches, women’s groups, depoliticisation of youth.
New formations emerging. But there is slippage back to viewing the answer to social problems in terms of individualised, hand-out, charity-based approaches to social problems.
Another feature is the confinement of notions of democracy to electoral politics. We won, we will wield power and you can wait 3, 4 or 5 years until you will have another say.
Limitations of electoral politics. Dealing with NL legacy. Wedded to polls so can’t lead debate.

8. NL impact on critical thought
Decline in strength of civil society actors – unions, churches, women’s groups, depoliticisation of youth.
New formations emerging. But there is slippage back to viewing the answer to social problems in terms of individualised, hand-out, charity-based approaches to social problems.
Another feature is the confinement of notions of democracy to electoral politics. We won, we will wield power and you can wait 3, 4 or 5 years until you will have another say.
Limitations of electoral politics. Dealing with NL legacy. Wedded to polls so can’t lead debate.

9. NL impact on critical thought
Decline in strength of civil society actors – unions, churches, women’s groups, depoliticisation of youth.
New formations emerging. But there is slippage back to viewing the answer to social problems in terms of individualised, hand-out, charity-based approaches to social problems.
Another feature is the confinement of notions of democracy to electoral politics. We won, we will wield power and you can wait 3, 4 or 5 years until you will have another say.
Limitations of electoral politics. Dealing with NL legacy. Wedded to polls so can’t lead debate.

10. NL impact on critical thought
Decline in strength of civil society actors – unions, churches, women’s groups, depoliticisation of youth.
New formations emerging. But there is slippage back to viewing the answer to social problems in terms of individualised, hand-out, charity-based approaches to social problems.
Another feature is the confinement of notions of democracy to electoral politics. We won, we will wield power and you can wait 3, 4 or 5 years until you will have another say.
Limitations of electoral politics. Dealing with NL legacy. Wedded to polls so can’t lead debate.

11. Intellectual Context Knowledge society
Internet. Instant access. Nothing is hidden. Everything is known.
Influence of live media, wikipedia, multiplicity of blogs, etc…
Knowledge is ‘Google’
Façade of knowing. More hegemonic than knowing you don’t know.

12. Neoliberalism in Crisis?

14. Education Amendment Act 1990
S162 Establishment of institutions
(4) In recommending to the Governor-General … that a body should be established as a … university, …the Minister shall take into account—
(a) that universities have all the following characteristics:
(i) they are primarily concerned with more advanced learning, the principal aim being to develop intellectual independence:
(ii) their research and teaching are closely interdependent and most of their teaching is done by people who are active in advancing knowledge:
(iii) they meet international standards of research and teaching:
(iv) they are a repository of knowledge and expertise:
(v) they accept a role as critic and conscience of society;