Tuesday, 2 February 2010

Final draft of structure

This is the structure I think, sorry about the crap formatting. The full version is at http://docs.google.com/View?id=dfqggshp_77drbdjgfv


Introduction


Part A: Knowledge and the Nation
Shows the pathway from when the nation realised it had a strategic need for university knowledge to when it started to control it.

1. Knowledge and War: 1939-1966
Second world war led to a sense of needing to purchase knowledge for the nation





2. Knowledge and Revolution 1967-1973
Students in the 1960s and 1970s thought that the connect between universities/knowledge and the nation strengthened the wrong sort of nation

3. Knowledge and National Priorities 1980-1989
Government in the 1980s used funding structures to try to control knowledge

Part B: Knowledge and The Economy
Shows that considering university knowledge to be for the economy commodified knowledge and undermined any valid purpose for the university


4. Knowledge and Progress 1945-1973



After the Second World War, civilisation and progress came to mean technological progress and economic growth, positioning universities as central to the economy

5. Knowledge Economy 1973-1989
In the 1980s, knowledge was so important to the economy that government felt it could not afford to leave it in the hands of academics and their gift economy



6. Economy of Knowledge 1986-1996
Universities attempted to control the knowledge trade through intellectual property, reconfiguring their business as a trade in knowledge, undermining their purpose

Part C: Knowledge “for its own sake”
Shows that knowledge “for its own sake” allows freedom to pursue knowledge wherever it leads, ensuring living, growing, quality knowledge for a civil, ethical, healthy and prosperous democracy.

7. Knowledge and Civilisation 1939-1966
Post-war concerns and cold war incidents regarding academic freedom show ways that academic freedom supports civility and democracy


8. Knowledge Utopias 1967-1973
Student knowledge utopias in the 1960s and 1970s show ways that academic freedom prevents the imposition of canonical or doctrinal knowledge, allowing new and innovative knowledge to emerge


9. Academic Labour and Academic Freedom 1973-1996
Tensions in the conditions and nature of academic labour in the 1980s and 1990s show that academic freedom gives academics the opportunity to pursue quality knowledge for a growing multiplicity of purposes

Conclusion


Epilogue: UWA v Gray
Universities are now often commercially motivated and so are many academics. The union has traditionally claimed to protect academic freedom, but in commercial terms it may not always be in the best interests of their members to do so. Government has encroached on university territory substantially: who will now protect academic freedom and ensure university quality?





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