Erratology and the Ill-Logic of the Seismotic University

With the tertiary education mantra of creativity, critical thinking and innovation in mind, we consider the critical-creativity of error. Taking the university to model social orthography, or ‘correct writing’, according to the norms of disciplines, we consider the role of error in the classroom. Looked at another way, error questions the norms governing norms and the instability of disciplinary grounds. Beyond correction, error involves a mis-taking, or taking another way. Tracing the origin of error we are able to reconstruct the social world in terms of which it is conceivable for a mistake of any kind to have been made. The university, we find, withholds worlds which are not new but are sources of creativity, and constitutes a pluriversity or poly-versity.     

Reshaping academic capitalism to meet development priorities: the case of public universities in Kenya

As colleges and universities have adopted a corporate model in recent decades, debate over the public versus private good associated with higher education has surged. The deliberations have typically been entrenched in Western notions about academia’s contributions to development and scholars have framed academic capitalism dichotomously; a force for good or evil. Far less is known about the market model of higher education in developing nations. We sought to explore this gap by examining how faculty and staff at two public universities in Africa view the intersection of marketization and development.