Despite having banked with the Co-op for most of my adult life, being a member, and using its services, I don’t know much about the Co-op Group, and as Chrissi Nerantzi and I walked to the Co-operative Quarter in Manchester it was odd to pass 1 Balloon St Manchester, whose only previous life for me was in the completion of direct debits. We were heading towards the Co-operative College along with 90 or so others to attend “Making the Co-operative University: New Places, Spaces and Models of Learning” .
Figure 1: The Co-op Uni, A long time coming, An idea whose time has come, Ronald Macintyre, CC BY SA 4.0
I admit I struggled through the day with the question that kept rattling through my head, if a Co-op University is the solution, what was the problem in the first place. It was a question that arose from a sense that many of the people here were disaffected with Higher Education, and articulated it through the lens of losing their own jobs. A mood that obscured other problems, and for me clouded the day somewhat until, I was able to read the blog Chrissi put together, and go away and think about it. In thinking about it I pulled “Building a Co-operative: A Business History of The Co-operative Group, 1863-2013” of the shelf. Written before some of the groups recent troubles it has a tone of, this is our time, and I recollected how at the start of the day we were told the time was right for a Co-op Uni, a tone that reminds of many struggles in a state of becoming, where success is perpetually immanent.
So, having thought about this immanence, my mind settled on the pedagogy workshop I attended, and the question of whether I attended the right one, should I have gone to governance, a thought process I tease out below.
One of the key aspects for me from the day were the questions around co-design/production, when people talked about it I couldn’t get the sense whether it was brought up as a novel approach, or a just as good practice. I suspect the former, and this was a surprise as it has been fashionable with the Higher Education Academy and Quality Assurance Agency for some time, albeit with little traction within the academy, a thin participation I blogged about a couple of years ago (see here ). Where I suggest learner co-design as articulated in a context where the learner is a customer, leads to the application of co-design models from the private sector, so called Service Design Logic, which is thin participation and does not address underlying social and structural relations within education. However, that simply describes the problem, how do we move beyond that.
Figure 2: The Pedagogy Subgroup Questions, Ronald Macintyre CC BY SA 4.0
One view, which I have tried to explore in the past in relation to widening participation, is to see learner’s engagement as academic labour, learning involves everyone doing work, they need to have the skills to do the work, the opportunity to express that skills, and to be able to benefit from the value which accrues through this shared labour. My original analysis focussed on the barriers experienced by some learners as the look to do this work (see here ), it was really a thinly veiled Marxist analysis of adult learning. However, having attended the event I see where co-operation could lead, and perhaps unblock some of the issues which have made co-design/production in HE an unreachable aspiration.
I have long been interested in participatory design, in particular its roots in labour movements in Scandinavia, here it was called co-operative design focussed on how workers, managers and academics might work together to design work process’s (for a critical reading from OU academic and Co-op Tech person Steve Walker see here). I do not draw attention to the historical development of participatory design, or the connection to labour movements idly. Could a Co-op University be an organisation that was just as concerned with the organisation and power relations in work finally see the application of co-operative/participatory design to Higher Education. Perhaps it could. Perhaps the thin sense of this approach that has informed co-design, which takes some of the practices but filters them through a commercial logic will be undone by a co-operative logic. I take Richard Hall’s point regarding the sense in simulating a thing whose image of itself is predicated in unequal power relations. However, perhaps the co-operative model, the flattening of power relations within the whole academic community might be the thing to turn learner engagement into something more than a rhetorical device. With the flattening of labour relations within the broader academic community, i.e. a change in governance relations, ushering in many of the pedagogic ones that remain unrealised.
Clearly lots of things need to align before perhaps becomes real. Some of the things that seem to clear to me are a need to connect with Labour movements more broadly, Workers Education Association of course, but also Trade Union Learning. I would also ask those in this space to reach out to those in Open Education, not just the Open University, or those in Open Education Resources/Practices, though clearly they have much in common, in particular similar challenges. With lessons from the former about sustainability and the latter about emerging models of provision and accreditation as organisations like University of the People and OERu look to establish challengers as well. But also the wider Open Education movement, for example, “The Jane Austen” series by Casey and Greller (see here for a recent update) which draws inspiration from Art Schools to combat neoliberalism , or Alex Dunedin harking back to ragged schools though the Ragged University , or the miners libraries and weavers reading groups.
Talking of further reading Joss Winn from Lincoln University has produced a bibliography see here