- Leicester, Leicester, United Kingdom
Nick Peim
The University of Birmingham, Education, Faculty Member
- I’m an ontologist with a focus on the global education archipelago, concerned that ‘the secret matrix and nomos of ou... moreI’m an ontologist with a focus on the global education archipelago, concerned that ‘the secret matrix and nomos of our time’ is not so much the camp, as Agamben has claimed, but the school - as paradigm institution (including, especially, the modern global university). In this I stand against all ontotheolical claims for education as redemption, salvation or social justice.edit
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This is not I think the kind of book you would read from cover to cover. It seems to have been written with that proviso in mind, in fact. Its chapters have the feeling of being discrete essays on dimensions of Gramsci’s thought. For... more
This is not I think the kind of book you would read from cover to cover. It seems to have been written with that proviso in mind, in fact. Its chapters have the feeling of being discrete essays on dimensions of Gramsci’s thought. For while the book’s title indicates a general interest in questions concerning education, neoliberalism and hegemony, it is in effect a series of essays on Gramsci. The author freely admits that the book represents the gathering together of otherwise scattered writings. These disparate pieces are united by the three-way focus—education, neoliberalism and hegemony—that holds it together thematically rather than logically. As such it provides a useful, instructive and well-informed resource...
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The work of history is always a work of interpretation. History does not speak for itself. It is always something that has to be, in one way or another, told – or, at least, represented. The painstaking work of archaeology is a matter of... more
The work of history is always a work of interpretation. History does not speak for itself. It is always something that has to be, in one way or another, told – or, at least, represented. The painstaking work of archaeology is a matter of piecing together data, a work of reconstituting and reconstruction. The reassembled bits and pieces of an archaeological enterprise have to be sifted, gathered together and put into order. Those bits and pieces might be taken for signs, signs of the past that are organized according to a twofold logic of form: the form of the thing and the form of its reconstruction. Between these two forms is an inevitable gap. The reduction of the gap between object or event and representation is the work of the historian. In this meaningmaking process atomistic signs and sign configurations are being constructed into more or less coherent texts. These texts inevitably are organized in discourses. Discourses in turn classify knowledge into fields, orders, practices. Discourses shape the production of know1 S. Hall, Representation: Cultural Representations and Signifying Practices
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Research Interests: Psychology and Routledge
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English abstract This article explores shifts in the determination of truth in Foucault and Derrida. A conservative counter trend is identified as the desire to restore a 'proper'relation in the truth of... more
English abstract This article explores shifts in the determination of truth in Foucault and Derrida. A conservative counter trend is identified as the desire to restore a 'proper'relation in the truth of educational research. The relation to truth is inevitably a matter of genreof ...
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Well, it was a fairy story, wasn't it? The imposing style in which a 'national' curriculum was launched may have led some teachers to expect an authoritative and almost permanent statement of principles and... more
Well, it was a fairy story, wasn't it? The imposing style in which a 'national' curriculum was launched may have led some teachers to expect an authoritative and almost permanent statement of principles and practice that all teachers could happily follow. If so, then recent events have shown ...
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1. The Habits of English 2. Theory and the Politics of English 3. On the Subject of Reading 4. Grammatology for Beginners 5. Oral Theory 6. Literature, Language, Literacy and Values 7. Aspects of English 8. New Bearings.
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Activity theory is usually discussed in contexts of socio‐cultural theory and cultural historical theory, giving rise to two different acronyms, SCAT (socio‐cultural activity theory) and CHAT (cultural historical activity theory). They... more
Activity theory is usually discussed in contexts of socio‐cultural theory and cultural historical theory, giving rise to two different acronyms, SCAT (socio‐cultural activity theory) and CHAT (cultural historical activity theory). They may seem to be used synonymously in some ...
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Towards the end of the 1970s and in the early 1980s discourses of transformation and dissolution confronted English. They began to be discussed as alternative ways of thinking about subject identity. They offered alternatives to the core... more
Towards the end of the 1970s and in the early 1980s discourses of transformation and dissolution confronted English. They began to be discussed as alternative ways of thinking about subject identity. They offered alternatives to the core ideas, objects and activities of ...
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This article presents a Lacanian analysis of the legitimising event represented by the circulation of materials from the English DfES (Department for Education and Skills), a ministerial government office, to teachers of English in... more
This article presents a Lacanian analysis of the legitimising event represented by the circulation of materials from the English DfES (Department for Education and Skills), a ministerial government office, to teachers of English in schools to use as a means to facilitate the study of the ...
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To cite this article: Peim, Nick. A History of Ideas: English Teaching in England as Deconstruction of Curriculum Politics [online]. English in Australia, No. 141, Spring 2004: 62-76. Availability:... more
To cite this article: Peim, Nick. A History of Ideas: English Teaching in England as Deconstruction of Curriculum Politics [online]. English in Australia, No. 141, Spring 2004: 62-76. Availability: <http://search.informit.com.au/documentSummary;dn=928970507986457;res=IELHSS> ...
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Chapter 11 Key Stage 4 Back to the future? Nick Peim THE STATE OF ENGLISH The loss of 100 per cent coursework assessment in English at KS4 has meant a very significant shift in the practices of English teachers: 100 per cent coursework... more
Chapter 11 Key Stage 4 Back to the future? Nick Peim THE STATE OF ENGLISH The loss of 100 per cent coursework assessment in English at KS4 has meant a very significant shift in the practices of English teachers: 100 per cent coursework assessment schemes had ...
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Why read The Tempest? For its undying human truth? For its narrative structure? For the insight it gives us into Shakespeare&amp;#x27;s mind? Or maybe to deconstruct its colonial, patriarchal and ultimately sexist ideology? These... more
Why read The Tempest? For its undying human truth? For its narrative structure? For the insight it gives us into Shakespeare&amp;#x27;s mind? Or maybe to deconstruct its colonial, patriarchal and ultimately sexist ideology? These questions, raised by Hawkes (1992), Holderness ( ...
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Abstract This paper revisits the scope of Catherine Malabou’s thinking as a development of the ontological turn in continental philosophy. It puts this excursion of thinking alongside an account of education in modernity as the apotheosis... more
Abstract This paper revisits the scope of Catherine Malabou’s thinking as a development of the ontological turn in continental philosophy. It puts this excursion of thinking alongside an account of education in modernity as the apotheosis of biopower. It aligns biopower, as manifest in education, as form of ‘technological enframing’. In this it challenges the dominant assumption that education is somehow, ultimately, independently of its manifest form, a force for good. Foregoing the idealist addiction to education as redemption, then, it sees Malabou’s contribution as significant in terms of a fundamental, ontological rethinking of education and the social politics of our time. It is argued that Malabou’s contribution offers a significant contribution to rethinking education as biopower and clearing away the dominant, redemptive myths of modern and contemporary ontotheology. This is a position never entertained in the field of philosophy of education.
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This article considers a series of ideas disturbing the conventional wisdom that decrees education an essential force in saving the world. Taking Morton's descriptions of hyperobjects seriously, we...
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and equalizing policy in education benefitted women to reach more top positions than men by diverging from their origins during the twentieth century. The last chapter summarizes the tendency intergenerational mobility related to... more
and equalizing policy in education benefitted women to reach more top positions than men by diverging from their origins during the twentieth century. The last chapter summarizes the tendency intergenerational mobility related to educational policies of expansion and equalization in all aforementioned countries over the century and results that the policies mostly allowed disadvantaged classes to upgrade mobility until the 1970s, however, it followed stability and then downgrading in recent birth cohorts. The volume concludes by stressing that despite increasing downward mobility and lack of equalization in education, social fluidity still has persisted. To me, this sophisticated volume needs support in two points. Firstly, the complementary mixed-method instead only quantitative one could provide a holistic understanding of the relationship between intergenerational mobility and educational policies at this period with subtle details regarding the disparity between women and men across countries. Secondly, including data from the Middle East and Asia in the volume could enable the readers to compare and contrast the dynamics between different cultures in the world at the same period of the history in the context of intergenerational mobility and education. However, it is the fact this comprehensive volume serves as a valuable resource for those enthusiastic to a comparative analysis of expansion and equalization policies in education and social mobility in the twentieth century in the U.S. and Europe.
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Can we really think of alternatives to the hegemonic form and idea of education? There has been, increasingly, through modernity and beyond, a weaving together of the way of life and education in thought and in practice. Education has... more
Can we really think of alternatives to the hegemonic form and idea of education? There has been, increasingly, through modernity and beyond, a weaving together of the way of life and education in thought and in practice. Education has insinuated itself as ontotheological principle of our time. Its values, its order, its hierarchies, its aspirations, its institutions define the very fabric of collective life, “from China to Peru” as Dr Johnson might have it. Education is privileged by conservatives, liberals and radicals alike as the key to well-being, reform and even salvation.
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My response to Jurgen&#x27;s&quot; state of the art&quot; paper will focus mainly on the following:-the sense of a fall-its lapsarian tone and mood;-the idea of singularity of the project of the history of education;-the... more
My response to Jurgen&#x27;s&quot; state of the art&quot; paper will focus mainly on the following:-the sense of a fall-its lapsarian tone and mood;-the idea of singularity of the project of the history of education;-the questions of the absence of theoretical foundations for the subject;-the ...
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This paper considers a key text in the field of Cultural Studies for its relevance to questions about the identity of knowledge in education. The concept of &amp;#x27;aura&amp;#x27; arises as being of special significance in... more
This paper considers a key text in the field of Cultural Studies for its relevance to questions about the identity of knowledge in education. The concept of &amp;#x27;aura&amp;#x27; arises as being of special significance in &amp;#x27;The Work of Art in the Age of Mechanical Reproduction&amp;#x27; as a way of understanding the ...
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This paper considers the idea of a crisis in educational research. Some conventional expressions of that &amp;quot;crisis&amp;quot; are examined in terms of their assumptions about what is &amp;quot;proper&amp;quot; to... more
This paper considers the idea of a crisis in educational research. Some conventional expressions of that &amp;quot;crisis&amp;quot; are examined in terms of their assumptions about what is &amp;quot;proper&amp;quot; to educational research. The paper then affirms the role of &amp;quot;metaphysics&amp;quot; in educational research as a ...
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The circumstances surrounding the non-publication of the LINC mate-rial, and the commentaries that have followed, raise some crucial points about the identity of English as a subject. Different kinds of rhetoric have been generated - from... more
The circumstances surrounding the non-publication of the LINC mate-rial, and the commentaries that have followed, raise some crucial points about the identity of English as a subject. Different kinds of rhetoric have been generated - from the gaping ignorance of government ...