A few new accessions to the critical futures lexicon, courtesy Stefan Collini’s dissection of the B-school blandishments of UK HE policy:
One of the most revealing features of [the HE White Paper’s] prose is the way the tense that might be called the mission-statement present is used to disguise implausible non sequiturs as universally acknowledged general truths. Here is one mantra, repeated in similar terms at several points: ‘Putting financial power into the hands of learners makes student choice meaningful.’ Part of the brilliance of the semantic reversals at the heart of such Newspeak lies in the simple transposition of negative to positive. After all, ‘putting financial power into the hands of learners’ means ‘making them pay for something they used to get as of right’. So forcing you to pay for something enhances your power. And then the empty, relationship-counselling cadence of the assertion that this ‘makes student choice meaningful’. Translation: ‘If you choose something because you care about it and hope it will extend your human capacities it will have no significance for you, but if you are paying for it then you will scratch people’s eyes out to get what you’re entitled to.’ No paying, no meaning. After all, why else would anyone do anything?
Another favoured tense in official documents is what might be called the dogmatic future. For example: allowing new providers to enter the market ‘will also lead to higher education institutions concentrating on high-quality teaching’. Not, you understand, in the way they concentrate on it at present, but in the way they ‘will’ when Cramme, Chargem and Skimp set up shop down the road. Or again: ‘empowering’ students by loading high levels of debt onto them will stimulate ‘competition between [sic] the best academics’.