Towards an Orthodox Marxian Reading of Subsumption(s) of Academic Labour

This paper deploys an orthodox Marxian reading of the concept of subsumption of labour under capital. It does so through a brief, critical overview of the components of the Marxian conceptual instrument of subsumption of labour under capital (formal, real, hybrid and ideal subsumption). Recapitulating Marx’s concept, it sheds some light on the consequences of such a reading as a way of understanding the current transformation of the global higher education sector into a capitalist production sector per se. The reconstruction is then considered here as an attempt to approximate the specifics of the subsumption of labour under capital within the higher education sector. Moreover, the paper aims at showing that a discussion of the university dominated by capital with reference to the functioning or constituting of markets does not provide real opportunities for the understanding and solution of such problems as precarization, exploitation or acceleration of academic work. Thus, it joins a wider stream of Marxist higher education research and could be seen as a conceptual contribution to a critique of the political economy of higher education.

Najważniejsze kierunki, motywy i podstawy konstrukcji wierszy Pirbala Muhammuda

Wydział Neofilologii: Katedra Studiów Azjatyckich

Analyzing Stories from Canadian Academic Writing Instructors: A Collaborative Autoethnography

Writing instruction in Canadian universities takes a variety of forms. While there are few formal departments for writing studies, many institutions do have a writing centre – a place that offers writing instruction to varying degrees. The writing centre may be housed within a department, a library, or within a student services unit. Its position within a university may indicate the degree to which writing is valued by the administrative body. The goal of our paper is to share insights into the ways that writing professionals perceive, work in, and adapt to current demands for writing instruction in higher education. Using a collaborative ethnographic approach, three scholars at different career stages explore their experiences with writing centre work. Using data consisting of individually written reflections, our analysis revealed four major themes: (a) initial experience with writing centres, (b) community, (c) frustrations and tensions at work, and (d) mentorship. In this paper, we discuss our findings within the framework of positioning theory in order to understand how we position ourselves as scholars, mentors, and educators, and how we are positioned by others within the fields of writing studies and higher education. This study raises awareness about the value of writing centre professionals’ contributions, the place of mentorship within higher education, and the support required for continued writing centre work.