This electronic thesis or dissertation has been downloaded from Explore Bristol Research, http://research-information.bristol.ac.uk Author: Webb, John Murdo MacLeod Title: Dearing and Derrida, a strange double guard : on higher education in the learning society General rights Access to the thesis is subject to the Creative Commons Attribution - NonCommercial-No Derivatives 4.0 International Public License. A copy of this may be found at https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode This license sets out your rights and the restrictions that apply to your access to the thesis so it is important you read this before proceeding. Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be unlawful e.g. breaches of copyright (either yours or that of a third party) or any other law, including but not limited to those relating to patent, trademark, confidentiality, data protection, obscenity, defamation, libel, then please contact [email protected] and include the following information in your message: •Your contact details •Bibliographic details for the item, including a URL •An outline nature of the complaint Your claim will be investigated and, where appropriate, the item in question will be removed from public view as soon as possible. Dearing and Derrida, a strange double guard On Higher Education in the learning society John Murdo MacLeod Webb A dissertation submitted to the University of Bristol In accordance with the requirements of the degree of Doctor of Philosophy In the Faculty of Social Sciences and Law, at the Graduate School of Education. September 2003 Word count: 80,000 words. Abstract The 'Dearing Report% WghcLEd"atjQnJn_t11cJCQrnll:1 1QQLdY#Was . published by the UK"s National Committee of Inquiry into Higher Education In July 1997. It was represented mainly as an attempt to rescue the tertiary sector of education in the UK from a financial crisis. To achieve that, It would seek to introduce tuition fees and to extend central control of teaching, leaming and-to an extent-research activities in universities and colleges. A view of the Report as proposing a programme of administrative reforms Is confirmed by the Committee's terms of reference and by the gist of its huge Report of findings and recommendations. A closer reading of the Report's text shows that the Inquiry saw Itself as inaugurating a radical,, phased overhaul of all higher educational activities In the UK. The Inquiry's various committees conducted w1de-ranging Investigations, the findings called for social and cultural shifts toward 'the learning society' and the Report proclaimed Itself as the successor to the renowned Robbins Committee's Higher Education-Re2ga of 1963. This dissertation responds to the disparity between the view of administrative reform and that of radical departures. It does so by attending Over-closely. In several modes of linguistic and figural analysis -plus-synthesis ('recordance'), to the text the Dearing Inquiry's SummaM. Repo It of . applies reflexive, textual techniques (etymological, exegetic, metaphysical and mimetic). It rinds a profusion of rhetorical and allusive language throughout the sample text. The words resolve themselves Into themes and Interplays of Ideas, yet recurrent attempts to Interpret them are overtaken by Indeterminacy ('aporia') of meaning. This groundwork stops short of offering a coherent set of proposals as to what the Dearing Inquiry, In Its more radical moments, was trying to express. However the Inter-disciplinary approach used may, It Is hoped, prove valuable In 'loosening up" the language of other contrary texts. 2 Acknowlcdgcnicnts My main adviser for this research at the University or Bristol has been Professor Rosamund Sutherland of the Graduate School of Education. Drawing on her academic experience and breadth of interests, she exercised unstinting patience and helprulncss through all Its stages. Her postgraduate students formed a diverse and lively community for intellectual Ideas and support. My second adviser was Or Judith squires or the Department of Politics. She provided particular guidance on theoretical sources, especially those of post-structurallst thinkers. Both advisers sustained discussions across academic domains in provocative,, rencxivcways that were essential to this project. Their encouragement, Insights and contacts were Indispensable In the absence until quite recently of close precedents or of similar, concurrent research projecM On a personal basis, I owe the whole experience to Harriet Webb. She made possible a long spell away from paid work, followed by a phased return during which I could complete the research. She provided many thoughtful discussions along the way and helped Immensely to bring the whole thing together at the end. I can only express my love and gratitude to her and our family: Michael with Meg, Belinda with Newman and now Shona,, Alasdair and one yet to be bom. In a previous generation, there was my father Arthur's zest for science and his sister Mary's artistry; my late mother Margaret's encouragement of learning and her sister Mary Ann's Instruction by example. My sisters Shlena and Moralg set their own examples In life, work and leaming, as continued by two more generations of their families. My mentors at Back School, Nalm Academy and Aberdeen University are almost all deceased now, yet this Is a time In which to remember them. Returning to Bristol: Or Carolyn Wilde at the Department of Philosophy provided a critical Intervention as my examiner for this MSc upgrade. She was also a valued mentor on aesthetics and critical art theory. Her colleague Or Paul Pritchard shared his enthusiasm for, and understanding of, ancient Greek language and culture. I am indebted to the present and former staff members and students of the Graduate School of Education with whose encouragement I conducted the research. In particular, Or Sally Bames, Professor Guy Claxton and Or Michael Crossleywere each inspirational In person and through their works. Among the support staff, Ian Archer, Sarah Brownhill, Mary O'Connell, Jacqui Upcott and the library staff kept the messages, advice and material flowing In both directions. On an earlier course at the Department for Adult and Continuing Education, I benefited especially from the guidance of Professor Ted Thomas, Or Elizabeth Bird (now MBE) and the late Don VaIlls. Colleagues In charge of my authoring 'day-jobs' enabled me to work part- time and were wholly supportive of my research. Phil Hobbs, Nicky Ferguson and Simon Price encouraged me In the early stages at the Institute for Learning and Research Technology, University of Bristol. More recently Robin Martin and Pierre de Bailliencourt at Control Technology International in the ARC Inrormatique group have made completion possible. The Ideas that Informed my research project arose from contact with tutors on the first MSc course In E;cology and Society at the University of the West of England. Peter Jowers,Introduced me to critical theory, post-structurallsm and 3 Jacques Dertida's cruvre. Dr 13n Welsh explained about new social movements and environmental Issues, while Professor Harty Rothman outlined ecological models. At Cranfield University in 1985-6, Sandy Cotter and Dr Ido van der Heijden tutored me Into a long-term, personal exploration that has continued with this research project. Several authors provided d1wt assistance. I particularly wish to thank Professor Samuel Weber (University of California, Los Angeles) and Professor George Monblot (when visiting the University of Bristol) who kindly sent me pre- publication drafts of their works. Dr Simon Morgan-Wortham (University or Portsmouth), Professor Christopher Norris (University of Wales, Cardiff) and Professor of Latin Emeritus Niall Rudd (University of Bristol) also sustained crucial exchanges. To each person who helped and put up with me through this adventurous project I offer my heartfelt thanks. Any mistakes and oversights are entirely my responsibility. 4 Author's dedaration I declare that the work in this dissertation was carried out in accordance with the Regulations of the University of Bristol. The work Is original except where Indicated by special reference In the text and no part of the dissertation has been submitted for any other degree. Any views expressed in the dIssertation are those of the author and In noway represent those or the University of Bristol. 'The dissertation has not been presented to any other University for examination either in the United KIngdom or overseas. SIGNED: John Murdo MacLeod Webb TA, DATE: J 5 rable of Contents A bStra 2 Ct................................................ 6......... *... ... 6... a........ 0...* .. 6. ... ". Authoes 5 deditiWo ................................................................................................ rable Coýntents 6 of .................................................................................................... Ust Of tables 9 9 Ustof nores ................................................................. .............................. 10 ..................... 11 About this dissertation........ ...................... ......... 6.0 . Empir" field and setting 12 Theoretical neld 13 ............................................................................................... Problematic 14 ....................................................................................................