Archive for ‘Education’ Category
I had the opportunity some time go to be interviewed by the one of the director/producers of the documentary “Operation 8″ for a forthcoming film about the GCSB and its role in the 5 Eyes signal intelligence network. These good people are part of the grassroots network that attempts to keep those in power accountable to the folk they supposedly serve, and while I may not agree with them on a number of issues I have no doubts about their sincerity, commitment and interest in the common good.
In order to finish the new documentary, titled “The 5th Eye,” there is a crowdsourcing effort underway that is well worth supporting. The details are here. Besides information about donating, there is a short video trailer included on the page as well as updates and other valuable information. By all means check it out and help this film on its way to fruition.
If you support truly independent film-making in Aotearoa, this is an excellent opportunity to not only talk the talk, but to walk the walk.
In 2007 a certain university lecturer, fed up with the managerial push to admit sub-standard and unqualified foreign students in pursuit of revenue, with the resultant pressure placed on lecturers to pass these students regardless of their performance, wrote a rude email to one such student who had failed to deliver a essay on time and who used a tired excuse of family death to justify the late submission. Although it was later proven that no evidence of any death was offered to any university authority and that there were mitigating factors surrounding the intemperate email, the lecturer was sacked for serious misconduct after selected contents of the email exchange with the student were made public by some of her associates (in violation of university confidentiality policy regarding emails).
The dismissal was later found to be unjustified and some monetary reparations were made, but after 25 years of involvement in university teaching and research in several countries (a rarity in NZ), the lecturer never worked in NZ academia again in spite of several applications for NZ university jobs and a very strong record of teaching, research, fellowships and community outreach, especially when compared to NZ peers.
I recount this sorry tale because the real crime committed by this lecturer was to challenge prior to the fact, then jeopardize with his email the revenue streams provided to NZ universities by foreign students willing to pay full fees of 20K or more but who often had no qualifications in their chosen field of study or who could not speak or write comprehensible english (as was the case with the student in question). This began long before National became government, but is now said to be worse because of twenty percent cuts in public spending on tertiary education.
The quest for foreign fees is such that when the same ex-lecturer was suggested some time later as a potential member of a foreign area focused business board, government and education officials purportedly objected on the grounds that his presence could disrupt recently-signed educational agreements between NZ and several countries in that region (this, in spite of his never having had an issue with students from that region and having significant visibility in academic fields relevant to it).
Such is the obsession with using foreign students as revenue generators. The trouble is that obsession has led to a gross lowering of academic standards for admission, passing and graduation of foreign fees paying students. This has had unpleasant results.
Long before National became government, instances of plagarism and bogus excuses for failure to complete course requirements on the part of foreign students well versed in how to abuse staff pastoral care responsibilities was already a thorn in the side of many lecturers, particularly those concerned about the quality of degrees and the well-being of students who worked hard to meet requirements. Managerial pressure to allow sub-standard students to pass is reflected in performance reviews and promotion criteria. The steady erosion of academic union influence eased the way for imposition of managerial edicts focused on quantity rather than quality of incoming students and graduates, to which were added academic restructuring projects that eliminated departments and courses deemed irrelevant to business or incompatible with profit-making.
Given increased academic job uncertainties in such environments, lecturers feel compelled to toe the managerial line, particularly in light of that ex-lecturer’s well publicized experience. The overall impact has been to devalue the reputation of many NZ university departments and programs while opening up a pandora’s box of predictable as well as unintended consequences.
One manifestation of the downside of the push to put high fees-paying foreign bums in seats has gone commercial: institutionalized ghost writing and student identity impersonation on behalf of Chinese students enrolled in NZ tertiary institutions. Some good student stories follow on the subject.
This situation has been going on for over a decade and has been the subject of repeated internal and public complaints (for example, public disclosure about the lack of security vetting of Pakistani and Saudi students seeking degrees in chemistry, chemical engineering and physics, or the well-reported use of Chinese students by PRC intelligence). The government and higher education institutions have been repeatedly warned about the dodgy side of foreign student admissions but have done nothing prior to media publication of the details.
I am not surprised by this commercialized academic cheating because it fills a market niche, and that niche was created by those who thought that NZ higher education instruction was a tradable export commodity for non-English speakers regardless of their cultural context. But with market opening comes consumer expectations, and under the current NZ tertiary foreign education model the expectation from foreign student consumers is to receive a first world-style degree by buying third world practical and ethical standards.
Like in so many other policy areas, unprincipled opportunity-takers on both sides of the process have benefitted at the expense of the common good. After all, and revenue-generation aside, encouraging dishonesty in any endeavour is bound to be deleterious over the long term.
Following my recent post on charter schools and the Canterbury education restructure I received an email from Alwyn Poole, principal of the private Mt Hobson Middle School, disagreeing with my assessment. The ensuing discussion was good, so I’ve posted it here with Alwyn’s agreement. (Below the fold).
Posted on 20:52, September 15th, 2012 by Lew
They say that the first question people from Christchurch ask each other when they meet is “what school did you go to?” I’m not from Christchurch, and I hated school — high school especially.* I’m not a teacher, though for three (long) years I did teach — mostly in public schools, albeit in another country. I liked teaching no better than I liked being a student, but both experiences demonstrated to me how integral public schooling is to a society, and to the individual communities that make it up.
The principal of Christchurch Boys’ High School, Trevor McIntyre articulated the importance of schools to communities in Christchurch on Nine to Noon (starts about 36 minutes in):
On the face of it, this is why the government’s slash-and-burn approach to Christchurch’s schools is destructive: because it further damages communities that have already suffered considerable harm from two years of earthquakes and a global financial crisis. The fact that the government’s education restructure in Christchurch is proceeding in tandem with the government’s roll-out of its charter schools policy makes it worse.
Public education is of the community, by the community, for the community. Public schools are run by boards of trustees — members of a community, elected by their peers. Zoning ensures the right of those living in a community to attend their community’s schools. Teachers usually commit to a school and a community, often across generations. For all their differences in socio-economic background, culture, ethnicity and so on, New Zealand children share the right to a high-quality education in the same classrooms as each other; not only learning the same curriculum, but learning it together — with each other and from each other. There are exceptions like the Grammar Zone phenomenon, but by and large this generalisation is true. Beyond education, this socialisation is crucial to building the tight-knit, diverse communities that we all think New Zealand is made up of — and I’d argue that this effect of universal public education is more important to the nation’s wellbeing than a curriculum increasingly tuned to producing effective workers for the neoliberal economy.
Charter schools, by design, will tend not to produce this community socialisation effect. They will likely not be run, staffed by, and attended by the members of the communities in which they exist, and will certainly not be ubiquitous within those communities. Due to their special character and possible discretion in granting admissions, pupils at these schools will tend to be demographically and culturally — and maybe ideologically — streamed, and will be similarly taught. As such, charter schools will tend to fragment communities rather than unite them, producing silos of different levels of education, different norms of behaviour and belief, within a society that is already stratified, and is becoming more so.
This is unfortunate, but their niche status and diversity is not the worst thing about them — vive la difference, to an extent at least. The worst thing is the fact that they are to be funded by New Zealand communities but not accountable to those communities; they will not be a positive-sum addition to the diversity of New Zealand’s society and its education system, but a zero-sum substitution. Funding for charter schools will contend with funding for public schools, and the growth of charter schools in a community will constrain the growth of public schools operating there. Even this in itself would not be a terrible problem if it were a level playing field, but charter schools will not be subject to the same requirements as public schools are. They will not be required to teach the same curriculum, to accept all applicants from their communities, to employ qualified and registered teachers, and will be exempt from other measures of accountability.
This is a breach of the social contract under which schools operate. If you take a community’s money to run your school in place of a public school, you inherit the obligations that such a public school would bear — obligations to teach the children of those communities well, to teach them together, and to teach them to the community’s standards. Charter schools fail at all three. They may teach well, but they may not, as they are not required to teach to the curriculum or employ properly-qualified teachers. If they exercise control over who they accept, they cannot legitimately be said to be teaching their community. And as they are not required to be run by members of their community, again, if they end up teaching to their community’s standards it is by good fortune rather than good design. That they will be able to take money out of community schools without being bound to deliver education to the community’s standards is an obvious breach of these obligations, and the sort of violation that is crystal-clear to the proponents of charter schools in other areas: they are perfectly happy to impose all manner of onerous and punitive constraints upon struggling solo mothers on the grounds that we are “funding their lifestyle”, but are disappointingly unwilling to accept the same when it applies to their own enterprises.
There are two other destructive aspects to this policy: first, it is a legislative end-run around one of the strongest remaining functional union movements we have, the teacher’s unions who, contrary to the propaganda, have played a crucial role in maintaining the high quality and low cost of our education system. The government has figured that it can’t bust them, so it’ll just bypass them.
Second, this is large-scale social engineering, an experiment being conducted on the damaged communities and struggling people of Christchurch who, resilient although they might be, need to retain and rebuild what remains of their communities, rather than have them redefined and renovated from afar and by private interests with private motivations. It’s an experiment that places at risk a generation of students and teachers, and the communities they form. It is an experiment being conducted on people who, the government seems to think, are vulnerable and still too busy trying to put their lives back together to organise a meaningful resistance. I guess we’ll see about that.
Quite apart from the hypocrisy of this government, which was swept to power by backlash against the Clark government’s “social engineering” policies, this sort of experimentation is unethical. The government owes Christchurch better than to treat it as a petrie dish. They’ve suffered enough; let the clipboard-bearing wonks poke and measure them no longer. The government’s responsibility is to support Christchurch and to assist it in rebuilding its communities, and to this end the government has a responsibility to fund and support public schools that are of, by and for those communities, around which people can rally. Special character schools are well and good for what they are, and if people want to teach in their own ways and to their own standards, let them do so — but let them pay for their privilege themselves. No funding without accountability.
* I hated it, and for the most part it hated me, but I should say I met most of my dearest friends there — including my wife. Again: community.
At the Dim-Post, a searing explanation of how class-size dogma works in the real world, by a teacher. He or she describes The Dumb Class of 15, who struggle with the assistance of their teachers to barely pass; and The Smart Class of 30, who are underresourced and consequently underperform, but pass because they’re, well, smart. And then Treasury looks at the data.
No word on what happens to The Average Class, who have neither the advantage of adequate teaching resources, nor “smarts”.
But clearly, it’s all the fault of the teachers. They’re messing with the Natural Order Of Things.
By wasting so much resource on The Dumb Kids who are never going to amount to anything anyway, they disadvantage The Smart Kids, preventing them from realising their potential. Those Smart Kids are essentially being forced to subsidise the underclass — in their childhood as it will inevitably be in their adulthood, supporting the unproductive bludgers all around them.
So no sympathy for teachers. If they would just let The Dumb Kids fail, as the laws of nature and the market intended, The Smart Kids would perform to their full ability, soon enough we’d have all the productivity growth we could possibly want, and the government would have plenty of money to afford tax cuts for The Smart Kids’ parents. Since the teachers have sabotaged the education system by trying to tilt the scale in favour of The Dumb Kids, the government really has no choice but to implement a system that reverses that tilt by rewarding excellence, to ensure that the education system performs to operating spec, where The Smart Kids succeed and The Dumb Kids fail.
Just as nature, and the market, intended.
Edit to add: Phil Sage has obliged us all by making pretty much this exact argument on the square, in comments on the original thread. Thanks, Phil!
Since my name was taken in vain in comparison with Margaret Mutu and her recent remarks on immigration, I would like to set the record straight as to why the comparison is false.
Margaret Mutu is a racial polemicist who received her professorship as a PC sinecure from an Auckland University administration concerned about placating key constituent groups. She is a second rate rate academic with a third rate publication record espousing fourth rate post-dependency and post-modern subaltern-focused theories. She publishes in obscure journals, mostly without peer review, and in crony academic volumes. Her books are published by local presses and receive no international mention.
She has nothing to say about the bitter employment relation disputes between the Auckland University management and its academic staff, perhaps because she is rumored to have been bought off by the management as part of that silence. She likes to talk S***t about race relations, and believes that it is impossible for non-whites to be racist. She is not the only one to think this–there are people in my old department who share that belief.
I was an internationally well respected scholar and teacher who was dismissed for sending a rude email (which was unprofessional, to be sure) to an utterly unqualified and hopeless foreign student who as it turns out invented an excuse to avoid an assignment (as happens often at Auckland). During the time I was at Auckland I published two books and over forty peer reviewed articles, chapters and reviews in major international disciplinary journals. During that time and in spite of the fact that I gave away eight years of seniority to take the Auckland job, I never made it past the Senior Lecturer rank. Now I have been blacklisted and am out of academia.
Because I said that the student’s excuse was preying on Western liberal guilt and thus were culturally driven, I was branded a racist. After litigation I was barred from returning to my career in exchange for a small monetary settlement (due to the fact that I could not afford the costs of a court case when the University had spent nearly 1 million NZ dollars keeping me out). Mutu was on the side of those who claimed I was racist even though we have never met and she was aware of my non-compromising and egalitarian atttiude towards students. Her commitment to excellence in education is, to say the least, questionable.
I was fired for jeapordising the university’s foreign student revenue stream. Mutu did no so such thing, as she only annoys white people who will send their students to the 82nd ranked university anyway. After all, where are they going to go? To a NZ university ranked 180th or so? (For the record, I taught three years at a university ranked 27th-32nd in annual rankings after my Auckland dismissal, so the place got worse after I left).
Needless to say, I have no time for Ms. Mutu and her rants. It offends me that she lumps me–an American raised in South America and who has been involved in struggles that she can only pontificate about–with Afrikkaners with attitudes.
But it offends me more that just because she says offensive things, people demand that she be fired. For better or (in this case worse), universities are supposed to be bastions of the offensive, the profane, the unfashionable and even the idiotic, simply because the role of the academe is to foster the clash of ideas and a culture of healthy, if not intense intellectual debate about subjects both esoteric and contemporary. Just because someone’s views are provocative does not mean that they should not be heard, and that is where academia plays a role.
So even if I believe that VC Stuart McCutcheon in an unethical and corrupt bully with a lot of skeletons in his closet that need to be exposed and who has an abiding hatred of intellectuals and union members (since he is neither), I applaud his defense of Ms. Mutu’s remarks. She may be offensive, and indeed quite stupid, but that is her right as an academic. It was at the point of her hire that the mistake was made, but once her position was enshrined, however bogus the rationale, she has a right to use that pulpit for public commentary without fear of employment retribution. She may not be exactly the conscience of society, but her role as a polemicist enlives its discourse. Hence, I believe that she should be retained, however overpaid she may be.
As for me–it is past time to “get a real job.”
A short while ago we were treated to the spectacle of a Royal Westminster wedding, a royal tour of Canada and the US, then another lesser royal wedding. The UK and colonial media went crazy with 24/7 coverage of the fairy tale personae involved, and the image conveyed was of stability and continuity in British foundational politics. All was well in the Realm.
In the months since the first royal celebration things have grown dimmer. There is the hacking scandal in which politicians and the police appear to be complicit in the illegal tapping of private information by media corporations (primarily but not exclusively Murdoch-owned assets). Added to this sign of elite criminal coziness, now there is a police shooting followed by wildcat riots that represent criminal opportunism rather than outrage about the death itself. The UK media are swamped with reporters, police spokespersons and politicians all chanting in unison about the “mindless thuggery” and criminality of the youth who are widening the scope of violence beyond Tottenham and London itself.
The official emphasis on criminality cannot hide a number of things that depict a reality that s a far cry from royal bliss. The youth involved, while criminally opportunistic in their looting and vandalism, are a mix of ethnicities, but all seeming of working class or unemployed status (On TV I actually saw some young Hassidic Jews amongst the rioters in Tottenham). Some may have participated in earlier demonstrations and rioting about restrictions on access to higher education and the cost of basic services. They appear to be coordinated–in yet another tweeter and smart phone fashion–enough to stay a step ahead of the thinly stretched British Police. The fire service is not attending to full alarm fires because of fears for their security and the Police cannot predict when the next smash, burn and grab will happen. The mob is ahead of the Man, and the mob is angry.
So far the British government has declined to send in the army even though suggestions have been made that they have very robust anti-riot capabilities in Northern Ireland. The language used to justify that non-action is precious: the government states that it does not deploy such hard assets on British soil. So the riot police in London chase rioters using shields, helmets, horses and batons while the British Army uses armoured personnel carriers, water cannon trucks and live ammunition to keep the peace in Belfast and beyond. Some Imperial habits are hard to break, even though the Empire is long gone and its post-colonial consequences have come home to roost in the capital itself.
The hard fact is that the criminality of the rioters is a political act whether or not those involved or the government and corporate media would like to admit it. At a time when the PM, Police Commissioner, Mayor of London, and assorted other leading officials were on vacation in places like Ibiza, Tuscany and Milos, the youth now on riotous display swelter in the housing estates where unemployment, racial separatism, ethnic conflict and everyday economic insecurity are rife. Like their counterparts in any number of less developed countries, they can see up close the material lifestyles and commodity consumption of the royals, celebrities, sportsmen and corporate elites, but do not have (and likely will never have) the means of access to them. Worse yet, they live in a world where the institutional framework is stacked against them, leading to the violent turn inwards when the opportunity presents itself. The Police response is to ask parents to lock up their children.
Be it Marx, Luxemburg, Lenin, Guevara, Marighella, Ayman al-Zawahari, or Muqtada al-Sadr, revolutionaries understand the potential of the criminal mass engaged in collective violence. Lumpenproletarians are the street vanguard who, however unconsciously, help to bring social contradictions to a head and expose the weakness of the elite response and the inherent fragility (sclerosis?) of the status quo as a whole. Where instigated or abetted by politically conscious cadres (and there is some evidence of this at play here), their actions are designed to accelerate the organic crisis of the State, in which economic, social and political cleavages overlap and congeal into compound fractures not resolvable by force, reform-mongering or after-the-fact piecemeal pacification. Given the ongoing repercussions of the 2008 recession and the increasingly global debt crisis, and no matter how they are disguised by ethnic and religious division, the structural foundations for a larger class war in the UK may be fixing in place.
This does not mean that the British government will not be able to quell the disturbances this time around. But what these riots may be is a dress rehearsal for more to come, perhaps in conjunction with the Olympics next year, where militant planners accelerate the pace, focus and intensity of mass collective violence at a time when the British elite are exposed to global scrutiny and their security resources are already working at full capacity. That raises the issue of whether the official approach to rioters will shift to the more lethal Northern Irish “solution” set, and whether those charged with adopting a more lethal approach will have the ideological conviction to respond in such a way to the actions of fellow citizens rather than foreigners (I note that it will be possible for the official narrative to scapegoat “outsiders” drawn from minority ethnic communities that hold non-Western beliefs, but even that may fail to overcome foot soldier or beat police reluctance to turn their weapons on their own).
In any event, we should see the riots for what they really are: an expression of mass subordinate discontent and disaffection, the product of profound alienation, expressed through collective criminal violence operating in seemingly opportunistic and decentralised fashion in the face of official incompetence or lack of will. That, by most reasoning, is a good sign of a pre-revolutionary situation, one that has the potential to become more of an existential threat to the status quo should tactical guidance and coherent ideological justification be given to it. After all, if what we are experiencing is a crisis of capitalism in the liberal democratic world, then it was only a matter of time before superstructural conditions and precipitating events would combine into a violent rejection of the system as given in countries in which the societal contradictions were most apparent. Be it in Greece, in France, in Spain or now in the UK, should these contradictions continue to fester and combine, it will not be Tea Party-type clones that will lead the insurrectionary charge, nor will they be as polite.
PS: Before Red Dave and other ideologically militant readers opine that I am belatedly joining their ranks, let me state that I do not see this as the beginning of a global revolution or necessarily of one in the UK. It is a pre-revolutionary moment, which means that the UK government still has the ability to engage in divide-and-conquer, selective application of force and reform-mongering tactics (along the lines I mentioned with regard to the Arab uprisings in an earlier post dedicated to them). There is a fair bit of ground to cover before the Arab Spring gives way to a Red European summer.
Here is a question for readers. Just because NZ is small does that mean it has to be provincial? Having returned–and happily so–to NZ after a 3+ year absence, I am struck as to how insular public debates tend to be. Leave aside the grating RWC ads and hype. Although it makes much ado about a second tier sporting event, it is being hosted here and there is money to be made as well as sporting prestige on the line. So the hoopla could happen anywhere. I also understand the focus on Christchurch given the earthquakes, but am struck by how most attention is on the human dramas and not on the policy response and consequences of the disasters (which seem to this uninformed eye to be slow and not considerate of long-term implications). More broadly, be it in the tone of political debate, the focus of popular culture, or the economic preoccupations of the moment, it all seem a bit inbred to me. Am I just being precious or unduly judgmental?
I ask because I came back from Singapore, which is small but is incredibly cosmopolitan because of its strategic location and thriving expat culture (native Singaporeans are quite insular as well but have been forced to cope with the influx of more worldly people as part of their national transformation project). Switzerland, San Marino, Andorra, Monaco, Ireland and Malta are small but their location in Europe makes them acutely sensitive to and knowledgeable of their larger neighbour’s actions and interests. The same can be said for Uruguay, surrounded by larger States, or Central American republics, dwarfed by Mexico and the US. This is not to say that the masses as a whole in these countries are always on top of international affairs or erudite in their discussions of global trends, but that they seem to have a better appreciation of the world around them than what is evident in NZ. That seems counter-intuitive.
I say so because the tyranny of distance should have been overcome by advances in telecommunications and transportation, NZ is increasingly a nation of immigrants, including many from non-traditional source countries, its commercial ties are more varied and distant than in earlier generations, its has high standards of literacy and access to news sources, it has a good percentage of citizens returning from OE’s and its diplomatic connections reflect all of these trends. So why is it that, if I am correct, NZ remains rooted in a seemingly mythical short-and-gumboots, rugby-fixated mentality unconcerned about the larger world in which it is inserted? After all, unlike like large states that can “afford” to be ignorant of world affairs because of their economic weight and territorial size (e.g., the US), Kiwis are constantly told that their well-being is directly linked to NZ’s position in the international community. If that is true I would expect that average Kiwis would take an interest in global issues and ask questions of national elites about them.
Why, for example, has the NZ government made no public pronouncements on Syria (and muted comments about Libya) given its purported commitment to human rights? Why has issues like human trafficking, child labour and environmental degradation not entered into the debate about undertaking trade agreements with Asian despotic states? Why have tensions between Fiji and Tonga only been awarded two days of media attention, especially given the role of other powers behind the scenes and NZ’s connections to both countries? Why is there no debate about the NZDF role in Afghanistan given the beginning of the US military withdrawal in July? Why is it assumed that “privatisation” and public expenditure reductions are sacrosanct when in many faster developing parts of the world that are also commodity export-dependent (Latin America, SE Asia) such market-driven zealotry has been abandoned in favour of more judicious public management schemes that see public welfare and employment as requisite part of the social contract (and long-term stability)? Why is draconian anti-terrorist legislation and expansion of domestic intelligence powers passed when NZ security elites admit that the threat of a terrorist event is extremely low and that domestic threats are more likely to be criminal than political in nature (with some of that criminality being a direct result of NZ’s permissive attitude towards trade conditions and regulatory requirements on foreign investment and corporate accountability). Why are national leaders allowed to dismiss those who raise such concerns as extremists or unhinged?
In fact, what the heck happened to policy debates in general? Why is it that when not rugby the entire country seems to be fixated on human dramas and political sleaze rather than the pressing issues that impact they very way society is organised?
I realise that NZ may not be alone in this syndrome, should it in fact be real. It just strikes me as incongruous that a country with such an abundance of human capital should be so inward-focused, especially if it’s material, social and political status is directly connected to, and dependent upon, its ties to the outside world. Provincialism may serve the interests of elites who can govern and do business without considered scrutiny so long as a few popular sops are thrown the public’s way, but it seems to me to be an unfortunate comment on national consciousness if indeed it is a reality rather than a figment of my imagination.
This is a personal note. I have finished classes at the National University of Singapore, ending my visiting professorship at that institution. Although I have some marking to do before I wind things up at NUS, it looks to be the last time that I will grace a classroom. Rather than with a bang, I am going out quietly (although not quite whimpering). The moment is bittersweet.
Some detractors and malicious rumor-mongers notwithstanding, I have generally had very good evaluations by students in the four countries in which I have taught. I have also enjoyed having the library access and other support that goes with university employment, which has allowed me to research and write on over a dozen issues and countries spanning the fields of comparative and international politics. The output has been good–3 books, over 50 scholarly articles, chapters, reviews and monographs, more than 120 opinion and editorial essays and a a swag of nice fellowships, including Fulbright, Heinz, Tinker and Kellogg research fellowships as well as an Asia-Pacific Rim University fellowship the year before Auckland dispensed with me. All in all it was a decent ride (to say nothing of comparable with what passes for the best of contemporary NZ political scientists) and I still have research and writing projects to complete that will keep me busy after my return to NZ in June.
What I am less thrilled about is having to leave academia in the first place, which is a result of my contratemps with Auckland University. That resulted in my de facto blacklisting in NZ academia and a besmirching of my reputation abroad. I have applied for over 30 academic positions, including twice at Otago and three times at Victoria, without even making it past the first round in spite of being amply qualified for all of the listings (some at universities of less repute when compared to the ones I have taught at and with academic staff with far less credentials than mine (NUS is placed 30 places above Auckland in international rankings). The fact that I was eventually vindicated in my employment dispute, and found to be correct in my assessment that the student excuse that led to my unjustified dismissal at the hands of the current Auckland University management turned out to be, as I suspected, a ruse rather than a verifiable fact, matters little now. My name has been sullied to the point that I am no longer employable in my chosen and long-held (25 years) career. I often wonder if I have a case for defamation given that I was called a racist and a few other choice epithets in the aftermath of the email exchange that led to my dismissal (those accusations still circulate on the internet and were mentioned by NUS officials when they initially cancelled my visiting professorship, only to relent when I won the ERA case). What I cannot undo is my (admittedly rude) email, the reaction of NZ university managers when they see my name, or the internet-generated taint associated with it.
Some readers may see my revisiting of this theme as whinging, and it is, a bit. But my reflection is also about comparative loss and gains: I have been ejected from academia while the duplicitous student and university managers were rewarded for their unethical behavior. People like Tony Veitch and Paul Henry (to say nothing of a bunch of email abusers) do worse things and keep their careers. That sucks, for me in particular but also as a general principle.
I am fortunate to have a partner who has secured an academic position in NZ so that we can return, and that I have enough political risk consulting experience to start a dedicated consultancy along those lines, the first such in NZ, as an alternative. But I remain wistful about the classroom door closing. The class was, for me, a moment in which I could reveal another persona, one far more extroverted than my usual self, in order to communicate the language, concepts and importance of politics to undergrad and grad students. It was a wonderful moment when I got out of my skin and put the full emotive weight into my feelings about politics. It was a moment when I relived what I did in past lives and what I hoped for the future. It was, in sum, a moment that I could not capture, nor would I expect would be accepted, outside the classroom. Taken together over the course of more than two decades, those are moments that I relish and which I will miss, and which I believe I should have been allowed to enjoy for years to come.
As for students, I can only say that the top ten percent of undergrads in any country that I have taught are world class, the bottom ten percent should not be at university, and the rest divide out according to how hard they work. NZ students were, I hate to say it, particularly lazy and prone to lame excuses about their failure to meet obligations and fulfill assignments, something that foreign exchange students picked up on and elaborated–a syndrome that eventually did me in.
For the record, I should note that the NZ student excuses–95 percent of which were offered the day before, the day of, or after the assignment was due, with no proof of any work done on the assignment (which I made a point of requesting to see if progress towards completion had been made)–were culturally and nationality-driven: Pakeha and white exchange students offered computer and relationship failures as the reason for the failure to complete on time; Pacific Islanders, Asian and Middle Easterners offered family tragedies as the excuse (as a comparative cultural aside, the main excuse of NUS students is food poisoning, given the Singaporean national penchant for eating at unhygenic outdoors food hawker stalls. The trouble is that 10 percent of the student population comes down with food poisoning on the same week at the end of the semester, and they all did eat not in the same place. That is statistically improbable, especially when repeated year after year like the NZ excuses).
In 99 percent of the cases the student offered no proof of the excuse, and as it turns out, because of the volume of students with excuses given towards the end of the semester, the university health centre at Auckland does not bother asking for them for proof of bereavement or physical or emotional distress before issuing medical and mental health certificates. University Health just accepts the student’s word as to the ailment, in concert with the amount of extension requests increasing 100-fold during the last week of classes or exam week. In other words, ask for a medical or mental health certificate for an extension early in the semester, one might be asked for proof. Ask for a mental health or medical certificate at the end of the semester when the rush of extension requests is on, then no proof is required. There is a claim of right in this process, and it is perverse.
Phrased politely, the extension-issuance system at Auckland U. is being gamed, and the university managers actively connive in the play because the point of the university is to keep fees-paying “consumers” happy regardless of academic merit (As things turned out, no mental health certificate was ever presented by the student involved in my case).
This may be an uncomfortable fact for people to deal with, but it gives an idea of the pressures lecturers (and university health professionals) are faced with when it comes to marking in a “bums in seats,” profit-before-quality educational atmosphere. As for the serious students–they always alerted me as soon as possible to a family or personal problem, showed me the work they had begun on the assignment, and inevitably were granted an extension that was fair to them as well as the rest of the class.
Whatever the case, the vast majority of students, be it in the US, NZ, Singapore or Chile (where I taught briefly as a visitor), were responsive to what I had to say and what I was trying to convey. Which is why I am left with this: if any of the 5000+ students I have taught has left my classes informed about something that they did not know before they entered the class, then I did my job. If they went on to inform their lives with some of that knowledge, that is icing on the cake.
I suspect I have left some icing on the cake.