Cultures of Compensation

2019 ◽  
Vol 99 (99) ◽  
pp. 5-6
Author(s):  
Jeremy Gilbert

The current highly-advanced form of capitalism – turbocharged by the cybernetic revolution and engaging in all imaginable forms of creative destruction – provides the backdrop to many of the articles in this issue. They are broadly concerned with the question of how capitalist cultures (and their agents) retain legitimacy in an era of extreme commercialisation and insecurity. Josh Bowsher and Theo Reeves-Evison examine the politics of ecological credit schemes, that allow businesses to destroy a discrete ecosystem in return for the restoration of an ecological site elsewhere. Nancy Ettlinger situates the emergence of for-profit crowdsourcing as a key contemporary mode of value-extraction in the longer history of ‘prosumption’. Michael Symons and Marion Maddox offer a fascinating study of the mechanisms by which the explicitly commercial and profit-oriented nature of a range of social activities within advanced capitalist societies – including megachurches - come to be understood as guarantees of the legitimacy and authenticity of those activities themselves. Ella Harris’ considers ‘compensatory cultures’: cultures that are compensatory responses to crisis, but are presented and received as desirable, even preferable ways of organising life. On a somewhat different topic, but one no less relevant to the exigencies of our present moment, or less central to the core concerns of New Formations – Dhanveer Singh Brar and Ashwani Sharma’s ‘What is this ‘Black’ in Black Studies ?’maps out a new presence in race discourse in the UK arts and higher education, under the heading of ‘US Black Critical Thought’. And the issue begins with a substantial interview with the great Hungarian philosopher Agnes Heller who died in 2019.

2019 ◽  
Vol 99 (99) ◽  
pp. 88-109 ◽  
Author(s):  
Dhanveer Singh Brar ◽  
Ashwani Sharma

The aim of this article is two-fold. Firstly, it identifies and maps out a new presence in race discourse in the UK arts and higher education, under the heading of 'US Black Critical Thought'. Secondly, it seeks to situate 'US Black Critical Thought' and its growing impact upon intellectual and aesthetic discourses on race in the UK through the lens of the longer-term project of 'Black British Cultural Studies'. The article traces the formation and eventual dissolving of 'Black British Cultural Studies' from the early 1980s to the late 1990s, and suggests that 'US Black Critical Thought' has energised a cohort of younger thinkers and artists in Britain, following a period where the intellectual left side-lined race as a serious category of theoretical or critical analysis.


2021 ◽  
Vol 14 (2) ◽  
pp. 1-31
Author(s):  
Caitlin Hindle ◽  
Vikki Boliver ◽  
Ann Maclarnon ◽  
Cheryl McEwan ◽  
Bob Simpson ◽  
...  

Targets set by the UK Office for Students require highly academically selective UK universities to enrol a greater percentage of students identified as least likely to participate in higher education. Such students are typically at a disadvantage in terms of levels of academic preparedness and economic, cultural and social capital. Drawing on eighteen interviews with first-generation students at Durham University, we identify five sites of pressure: developing a sense of belonging within the terms of an elite university culture, engagement in student social activities, financial worries, concerns about academic progress, and self-transformation. Based on these insights, we argue that support for first-generation scholars will require that universities recognise and redress elitist cultures that discourage applications from prospective first-generation scholars and prevent those who do enrol from having the best educational and all-round experience.


2009 ◽  
Vol 29 (2) ◽  
pp. 199-216 ◽  
Author(s):  
SIMON EVANS

ABSTRACTRetirement villages have been slow to emerge as a housing model for older people in the United Kingdom (UK) but the sector is now growing rapidly, with an increasing number of both private and not-for-profit developers entering the market. Research findings to date have indicated high levels of satisfaction among residents, but commentators have criticised this form of provision on the grounds that they are only an option for the better off. This paper reports a study of a retirement village that has attempted to address this issue by integrating residents from a range of socio-economic backgrounds and by making various tenures available in the same development. The paper begins with a brief history of retirement villages in the UK and an overview of the concept of community, including those of communities of place and interest and their role in social policy. The presented findings highlight a number of factors that impact on a resident's sense of community, including social interaction, the development of friendships, the built environment and the existence of common interests. The discussion focuses on the development of cross-tenure social networks and how residents' health and social status shapes community experience. It is concluded that the clustering model of mixed tenure is likely to emphasise differences in the socio-economic backgrounds of residents and that the success of retirement villages as communities depends on grasping the subtleties of the diversity of later life.


2014 ◽  
Vol 67 (3) ◽  
pp. 735-768 ◽  
Author(s):  
Rachel Mundy

As we consider music's role in defining races, cultures, and species, musicologists may benefit from examining more closely the history of conceptions of musical style. That history offers an opportunity to reassess the question of how and how much one of the core tools of music scholarship—the recognition and categorization of musical style—reflects a historical tradition of categorizing culture as a form of essential, biologized difference. This exercise seems particularly relevant in the present moment, when scholarly style categories converge with a renewed interest in evolutionary science. Tracing notions of style from the days of Guido Adler to the present, I argue that classifications of musical style have offered a way for music scholars to explore changing concepts of human difference. By asking what it means to identify a musical style, it is possible to engage more sensitively with music's power to classify human cultures, define human beings, and demarcate the perimeter of the humanities.


2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Florence Bonacina-Pugh ◽  
Elisabeth Barakos ◽  
Qi Chen

AbstractIn order to better compete in an increasing neoliberalised education system, many Higher Education Institutions (HEIs) have developed an internationalisation strategy that aims at incorporating an intercultural and global dimension into curricula and learning environments for all. This internationalisation agenda raises important language policy issues that are often side-lined in the UK and other Anglophone countries where an English monolingual ethos prevails. Centrally, the question arises indeed as to whether internationalisation processes have an impact on HEIs’ language policies in Anglophone countries. This paper takes the case of a Russell Group University in the UK and focuses on two masters programmes that attract annually a ‘multilingual elite’ (Barakos and Selleck 2019). It examines the institution’s language policy adopted at the levels of ‘texts’, ‘discourses’ and ‘practices’ (Bonacina-Pugh 2012), using a critical discourse analysis of policy documents and a conversation analysis of classroom interactions. We argue that language policy is at the core of HEIs’ internationalisation processes even in Anglophone countries and that, methodologically, the articulation of findings from critical discourse and conversational analyses represents a step forward in the field of language policy.


2022 ◽  
pp. 207-232
Author(s):  
Robin McHaelen ◽  
Fleurette (Flo) King ◽  
Diane J. Goldsmith ◽  
Hayley Pomerantz

Given the long history of LGBTQ+ rights and the current evolving climate surrounding social justice for LGBTQ+ individuals, this chapter explores the idea of creating safe, affirming, educational environments for LGBTQ youth in K-12 and post-high-school educational settings. The authors delineate the unique concerns for the elementary, middle, high, and higher education levels separately. At each level, the authors identify the core obstacles that LGBTQ+ individuals face surrounding acceptance, developing autonomy, and gaining support. The authors delve deeply into the programs and interventions that are currently making a difference in school systems around the country and provide educators with specific ways in which they can create inclusive environments for their students. The important caveats to obtaining robust LGBTQ+ research are also discussed.


Author(s):  
Robin McHaelen ◽  
Fleurette (Flo) King ◽  
Diane J. Goldsmith ◽  
Hayley Pomerantz

Given the long history of LGBTQ+ rights and the current evolving climate surrounding social justice for LGBTQ+ individuals, this chapter explores the idea of creating safe, affirming, educational environments for LGBTQ youth in K-12 and post-high-school educational settings. The authors delineate the unique concerns for the elementary, middle, high, and higher education levels separately. At each level, the authors identify the core obstacles that LGBTQ+ individuals face surrounding acceptance, developing autonomy, and gaining support. The authors delve deeply into the programs and interventions that are currently making a difference in school systems around the country and provide educators with specific ways in which they can create inclusive environments for their students. The important caveats to obtaining robust LGBTQ+ research are also discussed.


2010 ◽  
Vol 18 (S1) ◽  
pp. S35-S53 ◽  
Author(s):  
Alessandro Cavalli ◽  
Roberto Moscati

Despite the tendency to create a European Higher Education and Research area, academic systems are still quite different across Europe. We selected five countries (Finland, Germany, Italy, Norway and the UK) to investigate how the differences have an impact on a number of aspects of the working conditions of academic staff. One crucial aspect is the growing diversification of professional activity: reduction of tenured and tenure tracked position, the growing number of fixed-term contracts for both teaching and research, including the growing recruitment of academic staff from external professional fields. These changes are connected with the changing functions of higher education systems and signal the growing openness of higher education institutions to their outside social and economic environment. To understand these trends one has to take into consideration the different degree in which systems distinguish between teaching and research functions. A second aspect has to do with career paths, their regulation, their length and speed. Here, the history of recruitment and career mechanisms in different countries are of particular importance because the different systems went through different periods of change and stability. Also connected to career is the willingness and the opportunity to move from one position to another, both within and outside the academic world. A third aspect deserving attention that is connected to mobility is the professional satisfaction among academic staff in the five systems considered.


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