By Dan Davison
Examinations are woven into the fabric of student life. From the ‘Key Stage’ National Curriculum assessments I sat in childhood through to the tests I took as a Master’s student, every stage of my education has known the familiar cycle of revision, testing, marking and grading. It was not until I became a precariously employed university tutor that I realised how dangerously uncritical we are of that cycle. By this point it seems so natural to make people sit exams at various points in their lives that it scarcely occurs to the public consciousness that students and teachers might be better off without such a regimented approach to learning.
By Maddie Colledge, UEA SU Postgraduate Education Officer
It is a time of extraordinary potential for change in UK Higher Education. Labour’s promise to end tuition fees has defied the critics and united many behind Corbyn’s political project. But what will the implications for universities be if this comes to pass? And what can we do to leverage this progress? In this series, the Norwich Radical and Bright Green are bringing together perspectives from across the sector to explore these questions.
CW: Mentions suicide
It’s common for arguments in favour of free education to be dismissed as abstract or utopian, and for students who promote it to be belittled as naïve. I fear that in our attempts to try to portray the significance of free education, we have fallen into a trap where the concept has become so expansive and broad, and the term so overused, that it has lost all meaning. We need to move away from talking about ‘free’ education, and towards articulating a vision more explicitly centred on ‘state-funded’ education or ‘public’ education. For me, the description ‘free’ makes the concept feel distanced from the viable possibility of education funded through public taxation, and does us no favours in making it reality.
By Alex Powell
During the UCU strike over the proposed cuts to the USS pension scheme, I was on the picket line almost every day, rising early to join colleagues all over the country in standing outside university buildings and telling those who tried to enter what we were fighting for. Often, the media attempts to portray strikers as lazy, suggesting that they simply cannot be bothered to do their jobs. Other times strikers are represented as greedy, suggesting that they are already doing far better than the rest of the country and now they want more. I want to offer another perspective – direct from the picket line – charting how being on strike has strengthened my relationships with colleagues, raised morale among staff and made me a better teacher.
By Bradley Allsop and Calum Watt
It is a time of extraordinary potential for change in UK Higher Education. Labour’s promise to end tuition fees has defied the critics and united many behind Corbyn’s political project. But what will the implications for universities be if this comes to pass? And what can we do to leverage this progress? In this new series, the Norwich Radical and Bright Green are bringing together perspectives from across the sector to explore these questions.
Politics is in a very different place than a few years ago. Radical change feels possible, tangible, close. The Labour Party’s pledge to scrap tuition fees is one of many signs of this – welcome, and necessary to salvage higher education from the marketised juggernaut it has become. But just abolishing fees is not enough to fix all of higher education’s problems.
By Ana Oppenheim, NUS International Students’ Campaign
What is happening?
Academic staff at over 60 universities will be going on strike for 14 working days, starting from Thursday February 22. This means many lectures will be cancelled – but even when they are not, we are encouraging students in universities that are on strike to not go to class and, if possible, not enter university buildings at all during strike days.
by Alex Powell
As a Graduate Teaching Fellow, I hold a position that straddles the roles of student and staff, giving me a slightly unusual perspective on the UCU strike action that begins today. It is from this conflicted, complex and, at times like these, compromised position that I wish to lay out why I will be standing with colleagues from 61 other institutions around the country in joining the strike action.
by Bradley Allsop
We live in turbulent times. The political establishment has been rocked again and again this last year. The government is embattled in a way it hasn’t been for 7 years and that rarest of things in British politics, change, is peeking its head above the parapet. What’s more, for the first time in my lifetime, it seems my generation is willing to be an active participant in all this. June’s election saw the highest rise in youth turnout in British political history – it reached its highest absolute level since 1992. It falls to those of us already engaged to fan this flame and help it spread beyond the ballot box, building the political courage and competencies of our fellows. Nowhere offers a better opportunity for us to do this than on university campuses.
by Maddie Colledge, UEA SU Postgraduate Education Officer
Following a steady drip of complaints to the SU in recent years, the Postgraduate Committee have this year steered me to focus my efforts on launching research into the experience of our PhD Associate Tutors (ATs). We already knew some of the issues that our ATs face and had brought them to the University’s attention, but in light of little change since then, it seemed a full review was needed. Following the publication of that review, I’d like to share our findings with you as well as our plans for the future (the full report can be found here).