A full month since my last post. Teaching is underway, and I’m at work on a research article. Throw in a few other parts of life, and things have got suddenly a whole lot busier. And that means less space to reflect on what it is I am doing. But let’s make some time for that now. With… Continue reading Diary of an ECR #11: Teaching and research
Let’s learn, then, near those poets who have been adorned with the title genius. It is they who will betray to us the secret of that imposing word. The secret of genius is that of universal teaching: learning, repeating, imitating, translating, taking apart, putting back together. Ranciere, The Ignorant Schoolmaster, p.68. Which is to say, genius amounts… Continue reading The secret of genius
I’m running a reading group with a colleague at Macquarie, reading Jacques Rancière’s The Ignorant Schoolmaster. For me, I’m interested in pursuing the way that the structure of education provides a diagnosis of the state of society – Rancière’s interest being, of course, in the presupposition of equality (or inequality) in the learning & teaching relationship.… Continue reading Summer Reading Group: The Ignorant Schoolmaster
A little bit of therapy for this diary entry. I am just about to wind up my contract, having worked at my current post for two years. The teaching job I had been doing was transmogrified into a continuing (aka permanent, tenured) position – but only half-time. Research is mostly not provided for in that position. Two… Continue reading Diary of an ECR #10
The end of my current contract is drawing near. The HR department accidentally sent me a request for help in “processing” my “termination”. Oh dear. .
I am sharing a post recently published over at Actual Casuals. I am glad to say that, while not perfect, my own Department has generally supported my actions on each of these five points when I was employed as a casual. And, in turn, I’ve tried to encourage these when I’ve been involved in hiring casuals. ***… Continue reading Setting limits for casual academic work
“The whole aesthetic condition is the most fruitful in relation to knowledge and morality. … A disposition which comprises in itself the wholeness of humanity must necessarily include every individual expression of it, according to its capacity; a disposition which removes all limits from the totality of human nature must necessarily remove them also from… Continue reading Schiller: Aesthetic education and the contemporary scene