In my last post, I insisted that you read what Aaron Bady has to say about “The MOOC Moment and the End of Reform”. Now, I’m going to insist that you engage with Tressie McMillan Cottom’s compelling look at dueling narratives around higher education. One of them is the narrative of market forces, of individuals as rational actors (and communities as mere collections of same), and of every single challenge having a market-based solutions — and some market-based solutions being so attractive that folks seem to need to create problems on which to unleash these solutions. The other is a less economic, more sociological narrative — one in which we get to see the salient details of the experiences of the students largely served by for-profit colleges, students who are offered (at least in the abstract) as the perfect clientele for MOOCs.
You will maybe not be surprised that for-profit colleges, and the current market-logic of higher education, does not always serve these students so well. However, if you teach at a place like San Jose State, you may be surprised by how much these students have in common with some of your own students.
Anyway, I’ve been recommending a lot for you to read, about MOOCs, which may seem contrary, given that some MOOCs seem content to assign “viewing” rather than reading. You’re in luck! You can watch a video of Tressie McMillan Cottom presenting her arguments at UC-Irivine. (Her talk is from about 0:36:50 to 1:08:00.)
Here’s just a taste:
When the story of profit in higher education tells us it will disrupt, it will innovate, it will cage-bust, it will unbundle, it is using the language of markets. It is telling a story of education as a tool of markets. We become a serf that exists at the largesse of market morality and financialization. When we use that language to resist our own commodification, even when we have the best of intentions but we use and adopt that language, we are limited in the possible outcomes of our resistance. If the language gets to define the problem, then it gets to define the solution. …
So how did higher education become a market is a thing I’m very interested in. That’s a story that’s integral to the narrative being sold about this “calcified” higher education system, particularly public higher education, that has been so in need of disrupting and innovation. I put this before you because in California recent legislation,… Senate Bill 520, would have you take for granted that “something” needs to be done about public higher ed. Something. That’s always the starting point. Nobody ever interrogates whether or not that’s actually the case.
If you want to keep the written word, and your ability to read it, alive (on principle, probably because you’re old, like me), I’ve tried to capture an approximate transcript here.