From Ivory Towers to Passionflowers: Tina Richardson Interviews Fenella Brandenburg

 

My interview with Fenella Brandenburg coincides with her move from academia into the world of a full-time writer-author. Here we talk conference storm-outs, academic superegos, psychogeography and passion projects. I hope you enjoy our dialogue: as C. S. Lewis said ‘Fenella is on the move’!

I find Dr. Brandenburg sitting - not coincidentally, I’m sure – in the Islington café she insisted we meet in, called ‘Tina, We Salute You’ (her little psychogeographic joke). When she told me we were meeting here, I honestly thought she was making up the name. I’ve included the photo above to prove its existence.

Dr. Brandenburg, who was promoted to Reader just before her retirement from academia (it turns out this was her way of saying ‘f**k you’ to Higher Education), looks very unlike the person I saw last at the 2017 4WCOP Psychogeography Conference. It transpires she was wearing a white bobbed wig and was dressing like a ‘bag lady’ in order to maintain her disguise. It seems there is now no reason to keep up the pretence. I note that she actually has somewhat Titian hair (not unlike my own) and is a zappy dresser: not a fleece or ankle sock in sight!

Brandenburg, who recently moved from somewhere in the North of England (she seems reluctant to say where, for some unknown reason – although the academic rumour mill says it is related to reports of stalking made by another academic) to Islington to, as she says “Be with my peoples”. The pressing questions are ‘why her move from academia?’ and ‘what was the fallout of 4WCOP?’. Here is the transcript of our interview in full and unedited:

TINA: Thank you for meeting me, Fenella. I love the choice of venue. How have things been since you left academia a month ago and how did the university feel about being snubbed when you resigned the day of receiving your readership?

FENELLA: Well, it had been a long time coming, the Readership, and I had been overlooked on a number of occasions. I actually only hung on in HE for that long so that I could resign when I finally received it. You know the adage ‘Revenge is a dish best served cold’, well the ‘cold’ was about 5 years of torture, but was well worth it. The adage turns out to be true, but for all the reasons that are the opposite of what is implied by the adage, if one wants to get semantic about it. That, and also I heard rumours that that Bollinger bloke was moving to my university, and I just wasn’t up to having to deal with his ‘advances’ any more.

T: I’d like to talk about David Bollinger later, if that’s alright with you, but for the moment, what have you been doing, since you left?

F: Well, I very speedily set up a local writing group. I plan to take the same approach that the postmodern university does to how it ‘tasks’ its own academics. This is oriented around what HE calls the Work Load Model (WLM), however I will be calling my model of work allocation applied to the members of my fiction writing group the WLF, The Work Load Fiction. I think this will work out well for all concerned and it allows me to take a firm hold on what is happening and provide a hypodermic approach to the management of the group (for those of you not familiar with the term it comes from communications theory, it means top down and coming from above). People love being micromanaged, despite their protestations to the contrary.

T: So what do you see as being wrong with academic workload being managed by those who are clearly qualified enough to be managers?

F: The WLM epitomises the postmodern university par excellence. It is the moment where the university’s bureaucratic superego reaches its full potential in the daily control of its academics. For Freud, the superego represents all authority figures (initially the Father), but eventually the part of the individual that negotiates with the id (the basic instincts), producing the ego, the aspect of the individual that is presented to the world. On the level of power, say a Foucauldian model of power, if you will, this is tantamount to a kind of self-surveillance. I am absolutely behind the WLM and have no problem in bringing it into the creative sphere, in this case fiction writing. Creative people can get completely out of control, there is no absolute structure for them to adhere to, and they must be constrained at all costs.

T: Thank you, Fenella. I’m not sure everyone would agree with you there, but I appreciate your candour. Can I ask you: Why the move to creative writing?

F: Well, I’d met my 5 year plan: to leave at the point of my Readership. Let me just say, plans are incredibly important: 1, 2, 3, 4, 5 year plans are not fiction at all, whatever academics say. They help keep you on track and ensure you meet targets, which are not at all unreasonable despite what you may read in regard to those adversaries of HE research-related policy. In regard to my move: I’m a well-published academic (as you know, your own publishing company has published some of my work on 'presupposed actualization'). I’m already an author. Really, how hard can it be?

T: Can we talk about psychogeography? What are you currently working on in that field and do you still consider yourself a psychogeographer?

F: Well, I am currently working on a project on abandoned shopping centres in the US. Partially inspired by your research on the Trafford Centre. I am also looking at a rural space, the Black Forest national park in Baden-Wűrrttemberg. As you know, I was born near there and I inherited my family cabin in the area. I am however, somewhat offended by your second question: that I may no longer consider myself a psychogeographer. I appreciate the damage done by the paper Bollinger and I delivered at 4WCOP 2017, but I feel we more than made up for that in our paper based on Ballard’s Concrete Island in 2019.

T: Talking about David Bollinger: can I ask you some questions about some of the gossip about where you and he were located. During 2016-2020 rumours abounded about where you were both working. I heard that Bollinger had an office in the Psychology Department at Huddersfield at one time. But managers in that school denied that he even existed, despite him clearly having a desk and a label on the door. One of the academics - a friend of mine, Dr. Alex Bridger - said he knew Bollinger was there as he saw his coat over the back of the chair. That, and he actually shared an office with him. I also heard that you had a temporary office in the old Maltings building, that once was the Geography Department at the University of Leeds, but has now been demolished. You also, purportedly, had an office in the School of Design at one point. But then, I also heard that you were popping up in online Zoom meetings at MMU in the early days of Covid.

F: I cannot vouch for Bollinger. You could ask Charlotte Tilbury, his wife. She’s a counsellor and also writes for The Guardian, I believe (good luck with her psychoanalysing that miscreant, is all I can say!). However, I can confirm that I did work at Leeds during the period you mention, and I will supply proof of that, which you can include on your blog. [included above]

T: Thank you for your clarification of the rumours, Fenella. Can I just ask one more question before we end the interview, for our psychogeographic audience? Where do you see psychogeography going?

F: Well, as you know, you very arrogantly labelled the current phase of psychogeography as ‘The New Psychogeography’ in your own book Walking Inside Out: Contemporary British Psychogeography. I have to say, however reluctantly, that I am more on the same page as Bollinger with this: psychogeography is reaching its zenith inasmuch as it is now all about its own undoing and negation. This is best summed up by an urban-walking colleague of mine, who will remain nameless, who said, when I asked him the question ‘Why did the psychogeographer cross the road?: ‘I’ve no idea why the psychogeographer crossed the road, but I bet when they got there they found Iain Sinclair had already written about it’!

T: Thank you so much for your time, Fenella.

The Ruined Institution: The Production of ‘Excellence’ in Higher Education – Part 2

Image: Baird Point at the State University of New York

(referred to by Bill Readings in The University in Ruins)

By Fenella Brandenburg

Continued from Part 1

The idea of the student-consumer has become more significant since the public-funding cuts that followed the global recession beginning in 2008. The 2013 National Student Survey (NSS) asking students for feedback on whether their degree courses were ‘value for money’ resulted in 29% of them stating it was not (Public Finance 2013). This study coincided with the first group of British students (excluding Scotland) being subjected to the rise in course fees from approximately £3,000/year to up to £9,000/year. The study was criticised for asking the wrong question because it was placing the student solely as a consumer of a product that might be expected to be directly commensurate to some kind of financial gain (for instance, a graduate job), rather than providing a question based on knowledge gain. Hence, the question posed tends to encourage an answer in the negative. Nevertheless, one could argue that for the other 71% it was ‘value for money’, perhaps a higher result than might have been expected with such a significant course fee rise. However, the question itself reflects the trend to express the acquisition of knowledge through exchange-value rather than use-value.

Like academics, students are also subjected to university bureaucracy in the form of surveys that measure their teaching and service satisfaction at the micro and macro level. Mary Beard describes the lack of a response to the questionnaires by students as “survey-fatigue”, and in an article in the BBC news magazine looking at the pros and cons of student surveys, states that the problem with the student survey was that it was seen as an absolute measure of course quality, when actually students can mark courses down for a host of different reasons, such as extensive reading lists (Beard 2013).

However, the latest tuition fee rise and the other cuts in HE funding by the British government, appear under the popular media-generated term of ‘austerity measures’. In 1989 in an article entitled ‘The Management of Austerity in Higher Education: An International Comparison’ Manuel Crespo stated:

The management of higher education in a period of uncertainty, budgetary constraints and real or apprehended decline in enrolments has become a major issue in Western developed countries. Since the late seventies different HE systems have devised strategies to adapt themselves to shrinking resources. (1989: 373)

As the new British Prime Minister in 1997, Tony Blair hoped that 50% of young people would go to university. He stated that: “Labour has no plans to introduce tuition fees for HE” and “will not introduce ‘top-up’ fees and have legislated to prevent them” (Blair 2005). Nevertheless, later he was accused of reneging on this promise with many later media interviews hinging on the semantics of the above statements, especially the “no plans” reference (ibid.). It appeared that the structures and money were not in place in order to support Blair’s wishes. Neither were they at the point of the later 2010 coalition government in Britain, when the current, and greatest, course fee rise occurred. This response to public sector cutbacks in periods of austerity, while not a new money-saving strategy, nevertheless, in the contemporary university – which operates on the guidelines set out in the Jarratt (1985) and Dearing Reports (1997), where HE institutions are expected to operate like corporations – means that today they are evaluated primarily in economic terms.

Concluded in part 3 (upcoming).

Bibliography

Beard, Mary, ‘A Point of View: When Students Answer Back’, BBC News Magazine, (2013), [accessed 6 June 2013]

Blair, Tony, ‘Did Labour mislead over tuition fees?’, Channel 4, (2005), [accessed 7 June 2013]

Crespo, Manuel, ‘The Management of Austerity in Higher Education: An International Comparison’, Higher Education, 18, 4 (1989), 373-395.

Public Finance, ‘Degree Courses ‘Not Value For Money’ Say Third of Students’, Public Finance, (2013), [accessed 6 June 2013]

Readings, Bill. 1999. The University in Ruins (Cambridge, Massachusetts and London: Harvard University Press).

The New Laidlaw Library at the University of Leeds - Part 2

Every Discourse is Emitted From Space – Henri Lefebvre

Please click here for part 1 of the blog on the Laidlaw Library: On Knowledge and Phalluses

Located on the periphery of the campus, on Woodhouse Lane, the building cost £27.5 million. It was designed by the architects ADP and built by Shepherd Construction (who also carried out the work on the Marjorie and Arnold Ziff Building). It is located between two church buildings in an area that was mostly made up of a university visitors’ car park. Trinity Congregational Church is now used as a nightclub called Halo (and a bar/cafe called the Quilted Lama) and the Emmanuel Church is the University of Leeds chaplaincy and is also used for seminar rooms. The library is also situated within a Conservation Area.

Described by the university as “the first city-fronting building that the University has commissioned for over 30 years” and as “a highly sustainable landmark building” (University of Leeds 2013), that it is “city-fronting” might be more an issue of a lack of space elsewhere on campus, rather than any statement to the city concerning its town and gown relationship. However, from the perspective of aesthetics, the vista when travelling from the city up to the university along Woodhouse Lane has now changed. When approaching North up Woodhouse Lane, having just crossed the flyover, the Parkinson Building fills the space straight ahead of you. The buildings leading up to it on the left has previously blended into the background, not least because the church that is the Halo nightclub has not been sandblasted for many years and is covered with the blackened veil of dirt and pollution. The bright new postmodern glass and steel surface of the new library will stands out in its setting between two churches. While the Ziff Building is not that visible from the main road, the new library can now represent the university to the extent that it is a statement of how much, financially, they are prepared to invest in student learning during the period of higher course fees.

It is here that we can see the university’s economic relationship with space (hence the Lefebvre quote above). The discourse around learning is connected directly to neoliberal policy through the use of the term ‘excellence’. Bill Readings discusses the concept of “excellence” and higher education in The University in Ruins (1996). Readings says that it is ‘excellence’ in its manifest bureaucratic forms which is the driving force behind harnessing the university’s function of the past and in postmodernity placing it under the forces of the market (1999: 38): “Like the stock exchange, the University is a point of capital’s self-knowledge, of capital’s ability not just to manage risk or diversity but to extract a surplus value from the management” (1999: 40).

Upon repeated use the language of the university of excellence becomes normalised. You can see the use of the term in the image above as it appeared on the hoardings surrounding the Laidlaw Library while it was under development. But excellence has ideological origins which are needed for it to function within the capitalist system, both within and outside the university. The language that excellence adopts, while serving the purposes of the corporatised university, also has the function of creating a type of abstraction, which removes the output of the system – the data that is promulgated – from not only the material practices that are required to deliver it, but also from the staff who work in the university and produce this data (or are party to producing the data).

This discourse, hence, has a spatial extension: the university speaks to those who operate within its campus, and also to those outside it. While it is apparent that the university has a discourse available for interpretation, I would like to suggest, along with Readings, that its historic origins – which still exist in its current posthistoric form, as ruins – enable a reading that might usually be applied to that of urban space. This opens up a space that challenges dominant modes of operating in the institution, abstractly and concretely, and shows that Readings’ motif of negotiating the ruins is already taking place in the campus.

Please click here to read my thesis which takes the term excellence and looks at how it can become material via the use of campus space:
The Unseen University: A Schizocartography of a Redbrick.

Related Links:
Performativity and Excellence in the Institution
The Corporate University

Students at the Heart of the System

UK Higher Education Government Strategy

by Anna Chism

I'd like to comment on the use of the word 'heart' in the UK government higher education strategy in light of the recent student protests (November 9th, London)

In June 2011 the Higher Education White Paper was released. How the coalition can pinch Browne's soundbite from his 2010 report and use it as the title to this document is beyond me! Only somebody who has no access to the media, or lives in another solar system, could possibly think that the government are putting students at the 'heart' of the education system. The only thing at the heart of the education system, as far as the current government is concerned, is £££££££s!

This frankly disturbing use of the word 'heart' is also used again in the conclusion of the government document Higher Ambitions: The Future of Universities in a Knowledge Economy The conclusion is subtitled: 'The heart of a knowledge economy and a civilised society'. The word 'heart' also appears in another part of the document, in this context: "How we will further strengthen the role of universities at the heart of our communities and shared intellectual life, and as one of the key ways in which we engage with the wider world." (italics author's own) This is clearly intentional and must be some kind of ameliorating tactic to lessen the blow of all the education cuts - which don't only extend to students but also lecturers in the form of redundancies, cuts in pensions and in greater workloads.

This is what the verb 'heart' means, according to the Oxford English Dictionary:
a.trans. To give heart to, put heart into (a person, etc.); to inspire with confidence, embolden, encourage, inspirit, animate; = hearten v. 1. arch.
While I appreciate that the government are using the term 'heart' to represent 'centre', they are, however, not using the word 'centre' but the word 'heart', with all the connotations attached to that. Hello government! Using the word heart does not inspire future students with 'confidence', nor does it 'encourage' or 'embolden' them. You are expecting them to be in debt for decades to come, with little prospects of getting a job or EVER buying a house. This has got nothing to do with 'heart' nor has it got anything to do with putting them at the centre OF ANYTHING! The only thing it puts them at the centre of is the capitalist economy, while at the same time marginalising those who cannot afford to go to uni, which is 'technically' the opposite of the centre, I would say!

Students are out on the streets protesting again, as they were in 2010. And, applications for places are already down for next year. How many future young people are going to be effected by this before the government rethinks its 'selling out' of higher education. I predict even more disenfranchised young people, and I don't mean of the demographic of those on the streets over the summer of 2011, but a new group of disenfranchised middle-class young people, in-line with the May 1968 Paris students.

So, coalition, put that in your pipe and smoke it to your hearts content!

Links:
Bureaucracy in the Corporatised University
The Semiotic System of Capitalism
Input/Output at the University of Excellence
The Scene of Teaching