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New Pathways to Social Renewal

Interim Report from Springboard Workshop

28 April 2016, Research Beehive, Newcastle University

Summary:

Newcastle University’s societal challenge theme of Social Renewal seeks to address the question of

how we can thrive at times of rapid, transformational change – a theme which could hardly be

more relevant this week.

In April we launched a major new initiative to invite members of our community of scholars to

debate and begin to articulate an alternative vision of how to thrive in times of change. Our first

step was this springboard workshop, which was lively, energetic and intellectually stimulating for all

those who attended. This interim report will give those who missed the event, and remind those

who attended, of the conversations which took place and the ideas which flowed.

We will be holding further activities and events during the coming months to progress this initiative

and we would welcome the active participation of our colleagues and our partners beyond the

university.

I hope you will agree that that there is a responsibility on us to contribute our skills and ideas to the

challenge our society faces at this crucial time.

Professor Mark Shucksmith OBE, Director, Newcastle Institute for Social Renewal.

29 June 2016

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Background:

At our NISR Management Board Awayday there was considerable enthusiasm for a ‘Campaign’ which would

proceed through a series of concerted actions and events, leading to a tangible output (and outcomes).

Following that discussion we agreed that we develop a programme of activities to debate and articulate an

alternative vision of how to thrive in times of change – a ‘Newcastle approach to Social Renewal’. This would

be the overarching narrative for the work of NISR that joins project activities to NISR themes and objectives.

It is also value-oriented.

We came up with lots of imaginative ideas for activities and events which were loosely organised into a

logical sequence, as a basis for ongoing discussion:

Initial ‘springboard event’, with world café style discussions to surface ideas (held 28th April)

Review ideas emerging from the springboard event, and identify follow-up actions.

Prepare outline of book proposal and approach potential publishers. Recruit authors, and appoint

post-doc to manage the process and be an author/editor. (Advert pending)

Discussions/ co-creation with potential partners (stakeholders? Academics elsewhere if gaps?), think

tanks, political parties? Articulate theory of change.

Blogs, seminars, debates, visiting profs, etc

Sandpit in September, with some funds on offer? Include visual arts, creative practices?

‘Launchpad collaboratories’ in which PGRs and REA Fellows work with NISR themes?

”New Pathways for Social Renewal” conference in autumn 2016 or spring 2017 with high profile

speakers to challenge us and publicise externally

Preparation of book manuscript for publication in September 2017 (party conferences) or Spring

2018 (perhaps more realistically).

Working closely with partners to influence policy and practice.

It is envisaged that this will become a substantial element of NISR’s work over the next two years, cross-

cutting all the NISR themes. In 2016-17 the Newcastle University Institute for Social Renewal is planning a

number of activities and events which we hope will enable colleagues and external partners, building on

their research and scholarship, to help offer new approaches to thriving during times of rapid change, based

on social justice, democratic renewal and building prosperity. Our aims are:

To engage our academic community in issues that matter to society

To pursue Newcastle's "Civic University" vision

To provide thought leadership

The process will be of value in and of itself, but we also envisage it leading to tangible outputs including

accessible materials relevant to policy and practice as well as a book. The book’s content should be

coherent, and yet polyvocal and inclusive so far as consistent with its overall coherence. It should be

relevant, engaging and accessible while also rooted in scholarship. Its central theme is that there are

alternative (and better) ways for our society to negotiate change.

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Contents Overview of table discussions.................................................................................................................... 4

Table discussion notes .............................................................................................................................. 6

Discussion topic: Relationships (in their broadest sense) and how they connect to ideas of

neoliberalism, and to the question “How we live now”. ....................................................................... 6

Discussion topic: A community asset approach to improving educational outcomes ............................. 7

Discussion topic: Health, human rights, social stigma, and how these impact the accessibility of higher

education ......................................................................................................................................... 8

Discussion topic: Can civil society fill the gaps? If the state reduces its size and areas of activity, and the

market’s focus is primarily on profitable activities, can civil society be expected, and able, to fill the

gaps?................................................................................................................................................ 9

Discussion topic: Democratic renewal - How to address UK fragmentation: would a federal UK work? . 10

Discussion topic: Historical perspectives ........................................................................................... 11

Discussion topic: How work is valued & experienced ......................................................................... 13

Discussion topic: Value and Values: capitalist realism and contemporary structures of feeling ............. 14

Discussion topic: How can digital technologies help to give citizens more control?.............................. 15

Discussion topic: Different aspects of intergenerational justice/solidarity, ranging from the

individual/family level through to state/society. ............................................................................... 16

Discussion topic: Public Choice Theory and New Public Management ................................................. 18

Discussion topic: How we participate ............................................................................................... 19

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Overview of table discussions

1. Relationships and “how we live now” – Alison Stenning

Relationships can be undermined ideologically and practically by neoliberalism and austerity, but

they are also evidence of alternative/resistance to neoliberalism, including possibilities for ‘after

neoliberalism’. How do we recreate relationships (that worked in the past) without nostalgia to build

an alternative framework to that of market principles in the social sphere?

2. A community asset approach to improving educational outcomes – David Leat

The significance of the community asset approach is that it helps more complex and healthy

identities in our children and young people. There is a significant threat to adolescent mental health

as the system is at present. Learning through participation e.g. practical/productive work, research

activities, responsibility, collaboration and broadening horizons is an endeavour that would impact

on widening participation and student selection.

3. Health, human rights, social stigma: the accessibility of Higher Education – Stephanie Butler

How are disabled people are “valued” in a neoliberal society, and whom does neoliberalism actually

benefit? Discussion of the construction of the individual in neoliberalism (including the

reconceptualization of the student as consumer and higher education as a product) and notions of

the individual in human rights discourses (i.e. legislation).

4. Can civil society fill the gaps? The reduction of the state and the focus on profits – Ali Madanipour

What do we mean by ‘civil society’? Can we call the university a civil society organisation, and if so,

what role should it play in filling the gap that the state is leaving?

5. Democratic renewal: UK fragmentation, the democratic deficit and institutional capacity – Alistair

Clark

Dissatisfaction is central to any democratic renewal/change, and people are dissatisfied presently.

There is a need to distinguish process and outcome. Potential solutions such as education,

deliberative mechanisms and electoral reform were all discussed. These will all have to fit within a

range of constraints however, and a realistic appreciation of these is also needed to push democratic

renewal forward.

6. Historical perspectives – Tim Kirk

Neoliberalism is not as ‘neo’ as we might think – there is a history to it, and as a result it has become

common sense to believe that “There Is No Alternative” (Margaret Thatcher’s TINA campaign). The

question is, how do we recall the older experiences of neoliberalism? There is a need to empower

the victims of neoliberalism through oral history in the present age.

7. Low paid workers: the value and experience of work in a neoliberal economy – Jo McBride

Neoliberalism’s role here is to make things get taken for granted; there has been a decline in

collectivism and an acceptance of individualism (including the rise of social media). There is a need

for a socialist regulation of capitalism.

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8. Alternatives to marketization in higher education – John Goddard

The Academy has been “complicit” in neoliberalism. We have not set up an alternative and we are

forcing students to be complicit too. There is a need for a view of the marketplace – staff and

customers

9. Value and values: capitalist realism and contemporary structures of feeling – Roger Burrows

Neoliberalism has spread, with the metricisation of everyday life and the commodification of values.

How can we generate critical thought and disseminate without “putting it on a t-shirt”? (‘Revolt into

style’ 1968 Melly) There is a need for a public space and for actual value sets.

10. How can digital technologies help to give citizens more control? – Pete Wright

Citizens are turned into consumers in the digital space. Giving them more control may provide an

alternative to neoliberalism, because it can embody and reflect society’s values, but it may also lead

to ethical dilemmas (e.g. Wikileaks is digital citizenship taken into criminal activity), and it may do

away with roles that are central to citizenship (e.g. the teacher being replaced by digital technology).

We need to ask what we value.

11. Intergenerational justice and solidarity – Tom Scharf

Neoliberalism has generated intergenerational conflict by pitting generations against one another in

family-level contracts and the changing welfare state. What mechanism can society look to to reduce

inequality?

12. Public choice theory and new public management – Rob Wilson and Toby Lowe

There is a need to de-commodify public services. Trust has a significant role as an alternative, as well

as horizontal accountability. The university may also have a role in building capacity to support this.

13. How we participate – Alexia Mellor

There is a significant problem of fragmentation and disenfranchisement in our society. Even our

language reinforces neoliberalism (discussions of local vs. global which fragment). Creativity and

fiction both have an important role in generating alternatives and opening up new opportunities.

14. Play, making community and how we hope to live – Liz Todd

Fun and creativity both have a significant role in encouraging discourse around our own values, and

questioning and challenging paradigms.

15. How does knowledge inform policy? – Karen Scott

It is not simple to inform policy. It’s often indirect and complicated. There is also a bigger knowledge

than we acknowledge – evidence is only one part of the knowledge available to us. This kind of

admission helps us to collectively build an alternative to neoliberalism, and to acknowledge that

there is not a monopoly on knowledge.

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Table discussion notes Discussion topic: Relationships (in their broadest sense) and how they connect to ideas of

neoliberalism, and to the question “How we live now”. Table host: Professor Alison Stenning

- Relationships undermined, ideologically, practically, by neoliberalism and austerity but also

evidence of alternative/resistance to neoliberalism, including possibilities for ‘after neoliberalism’

- Recognising relationships

- What are relationships, what relationships are we talking about?

- What do we want relationships to do? Structures of feeling, wellbeing, etc.

- Toxic, abusive and difficult relationships

- Is a concern for relationships nostalgic or radical?

- Familial and friendship relationships and the life course

- Loneliness and isolation

- Power and inequality in relationships

- Relationships between groups (e.g. belonging, sectarianism)

- Relationships and class (including the uber-wealthy), with links to habitus

- Encounter and the city (especially London) – do recent urban transformations (residential change,

mobility, segmentation) make it more or less possible that we’ll relate to diverse others (age, race, class) in

our everyday lives?

- Relationships and health/disability, and connection to personalisation agendas

- Relationships and the non-verbal (e.g. music), affect, and the somatic

- Relationships and community arts (orchestras, choirs etc.)

- Relationships within organisations

- Boundaries between relationships and roles (e.g. in the context of caring professions)

- Geographies and temporalities of relationships (proximate, digital, online, at a distance etc.)

- Relationships within the university (and how these are changed by fees, by Prevent, etc.)

- Researching relationships – what can be seen, measured?

- Relationships within research, including co-production etc.

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Discussion topic: A community asset approach to improving educational outcomes Table host: Prof David Leat

Importance of enquiry, learning through inquiry

Community involvement and input to schools-benefits to school/children and young people & challenges to

making this happen

UK & US rapid commodification of education; very evident of schools and FE and HE

Risk of education narrowing views and routes through education in the UK (especially with prospect of

academies)

How do we help schools get the community involved? Brokerage role is vital here

Passion & commitment of volunteers and teachers

Bee keeping example (from one of attendees)

Forest schools initiative (within primary schools) – how did that ‘alternative’ model gain traction?

Problems of perceived ‘risk’; how to deal with things/opportunities/resources that support the curriculum

but haven’t been done before; or brand new things

Power/gatekeepers/voice of legitimate

Target agenda – a sense that Schools are forced to focus upon curriculums and outcomes

HE role – is it being complicit in reinforcing targets and marketization of education?

Education – how are we defining it? Not just school education – life skills, fun, enquiry

Have we lost learning in a performance system?

Informal learning -Other routes

-Young people’s self-organised environments

Lifelong learning – How can we open up educational opportunities?

-How do new technologies and international links open up educational opportunities

Different communities and different perspectives to learning and school (and routes around or outside

education). Cultural backgrounds. Authority.

Prescriptive blocks and narrowing versus choice/enquiry/and how difficult it is to give people a blank canvas

Education, presently, is something done to people, for someone else’s outcomes

Young people’s own views of education -Who do we help to participate, how?

-Disengagement, adolescent mental health

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Discussion topic: Health, human rights, social stigma, and how these impact the accessibility of

higher education Table host: Stephanie Butler

- The discourses of higher education, neoliberalism, and disability accommodations (human rights).

- the construction of the individual in neoliberalism (including the reconceptualization of the student

as consumer and higher education as a product) and notions of the individual in human rights

discourses (i.e. legislation) pertaining to disability accommodations.

- practical measures for increasing accessibility, including restrictions on retrofitting English Heritage

listed buildings, and facilitating faculty cooperation

- government support for accessibility, which includes funding, will be severely reduced.

- Our accessibility ratings for student experience are already very low; with this change the situation

will likely not improve without real effort.

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Discussion topic: Can civil society fill the gaps? If the state reduces its size and areas of activity, and

the market’s focus is primarily on profitable activities, can civil society be expected, and able, to fill

the gaps? Table host: Professor Ali Madanipour

- Our first discussion was about the meaning of ‘civil society’ and if we can agree about it.

- A way of reframing the question was discussed as: can civil society move away from neoliberalism?

- The relationship between individual and collective needs/goods and the relationship between the

third sector and the market, and the problems of participation and how alternative ways may be

fragile, and be appropriated and commodified, were raised.

- A good part of the discussion was devoted to the role of the university and whether it can make a

change, under the conditions that global competitiveness drives the agenda.

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Discussion topic: Democratic renewal - How to address UK fragmentation: would a federal UK work? Table host: Dr Alistair Clark

- How to overcome the democratic deficit: empowering citizens? tax reforms?

- How to build institutional capacity, locally and nationally?

- The issue of satisfaction with democracy is asking the wrong question. Dissatisfaction is inherent to

democracy and can’t just be linked solely to the representative process. Both process and outcomes

need to be considered.

- But people are engaged, even if not particularly enthusiastic formal processes such as elections.

- The questions are how you harness that engagement and dissatisfaction, and also how you

accommodate what might be termed ‘losers’ consent’ given that in democratic decision making

there are always some who do not get what they want.

- Potential solutions – e.g. education, deliberative mechanisms, electoral reform – were all discussed.

These will all have to fit within a range of constraints however, and a realistic appreciation of these is

also needed to push democratic renewal forward.

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Discussion topic: Historical perspectives Table host: Professor Tim Kirk

Neoliberalism has a history. It is possible to identify opposition to something very like neoliberalism in the

mid-20th Century: from the right, Nazism; from the left, bail-outs handed out in a collapsing economy in

Austria.

When, post WW2, the West was attempting to spread neoliberalism to Eastern Europe, there were other

models proposed from the left too

We should not see neoliberalism as entirely hegemonic, even post-WW2 – it has always been opposed, even

when imposing itself.

But narratives of this opposition are not always easy to come by. Often silenced or unrecorded.

What would we like to know about those at grassroots level who were oppressed by, or opposed, neoliberal

models?

How would we match the dominant narrative to what was happening in people’s lives? Often there is no

match.

Why do we not have a big oral history project on the de-industrialisation of the North East?

Can such personal testimony have social renewal impact? People’s involvement in such projects can work

towards self-actualisation, and an awareness of their own historical worth

The “victims” of neoliberalism are often rendered anonymous

Work on Jarrow Crusade by Matt Perry designed to reverse this.

Campaigners who do work to humanise victims of, say, migration, do very valuable work: HISTORIANS CAN

DO THE SAME

Historians can play an important part in showing people that they are subject to larger trends (e.g.

neoliberalism) not short-term crises

Historians can de-naturalise neoliberalism and undermine its apparent inevitability

Those who critique the ways in which socio-economic systems have evolved show that these systems are

neither inevitable nor “normal” – that states are somehow “wrong” if they don’t conform to hegemonic

models

Habermas – no-one seems to be critiquing him. What will replace his model of the bourgeois public sphere?

Won’t social media offer a new model? – more participative than democracy (!) and in some ways linked to

much older models of non-democratic political participation.

Power of new technology to change student learning processes – a lecturer could tweet URLs about current

event to students, encouraging them to engage in public history. But students are resistant.

Students using SOLE have to get over a hurdle in order to release the radical potential of independent

learning!

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The role of artists as thought-leaders. Art can have a major role in developing democratic thinking. Power of

co-creation. There is a history of making arts education a luxury not a right.

16th Century art world (i.e. Shakespeare’s) in which a public space is much more horizontally structured,

without suppression of political pluralism. The “glory of fiction” of drama allows subversive thoughts to be

voiced ----- What is an equivalent forum today? Is it social media? ---Subversion can exist on Twitter, but

what then happens to it?

With Scottish independence debate, social media was important – but capitalised on existing thinking, rather

than inventing it.

With BREXIT, arguments are being reduced to neoliberal terms: how much will we be better or worse off?

The media are always instrumental to social change: the printing press, the internet, the telegraph.

Does neoliberalism only work because of mass media? It speaks to the individual – and new media

emphasised this individual and the apparent importance of their view/voice

FRANCIS FUKYAMA – this triumphalism is now more subdued. The crash of 2008 made the march of

neoliberalism less triumphant.

The paradigm shift happening now is that we must now think more globally. Environmental catastrophe.

What do people now think about it? Is it changing behaviour or policy? Is this deepening and compounding

neoliberalism?

Two different ideas in relation to history and its connection with neoliberalism:

-Neoliberalism doesn’t work and is in advance

VS

-Neoliberalism doesn’t work and is in retreat

It is not in the best interests of most people. But so many, even in the developing world, even in the face of

environmental catastrophe, still buy into it!

Historians have a role in publically deploring it.

Neoliberalism has anonymous victims whom it is important to empower using oral history.

Produce a databank of results.

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Discussion topic: How work is valued & experienced Table host: Dr Jo McBride

Bins/refuse collection: strike in Newcastle – work intensification?

-how is the work valued?

-low paid workers? £7.50 per hour?

Short termism-reduction in permanent contracts What does ‘employed’ mean?

Agency/bank staff – zero hour contracts

Growth in expensive consultancy? (Local authorities)

Neo-liberalism is end game – divide and conquer

Citizens UK – (national) Living Wage

Bike couriers – trying to organise collective

‘Each For All’ – T U film on YouTube

TTIP- toxic!!! Affront to human rights; UN

Do we need a socialist regulation of capitalism?

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Discussion topic: Value and Values: capitalist realism and contemporary structures of feeling Table host: Professor Roger Burrows

-Our very being has been commodified (e.g. through Facebook, advertising) ‘Value extraction’ of everything.

What is the ‘use value’?

-Commodification is a process, but it can be resisted, slowed down, questioned

-Market relations and their penetration into our life (commodification) are very difficult to critique

-What ways and means can we think of beyond ‘cognitive capture’?

-Is the academy part of commodification? The academy undermines radical thought by codifying it and

‘blandifying’ it. Metricisation and the “slow university” challenge to this.

-“Revolt into style” 1967 – name it/brand it

Solutions:

-Where are our communities of ‘value’ (outside neoliberalism)?

-Alternative set of values required to supplant consumerism and marketization:

* storytelling

* opposition

* small acts of kindness

* like-minded communities

* reading and listening

* teaching students

-Need for an art space and a think space where these issues can be played out outside of the influence of

neoliberalism

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Discussion topic: How can digital technologies help to give citizens more control? Table host: Prof Pete Wright

-Citizen activation

-Passivisation – the influence of the market

-Role of marketisation

-Anonymous nature of technology – Link to Self-organising systems (SOLE)

-Mundane technologies

-Narrowing identities

-Citizens=customers

- Identities that technology configures deresponsibilisation

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Discussion topic: Different aspects of intergenerational justice/solidarity, ranging from the

individual/family level through to state/society. Table host: Professor Tom Scharf

Why focus on intergenerational relationships/solidarity/justice? • Few issues more important in contemporary society than relations between young and old • In some countries, commentators have been quick to identify potential for conflict between

generations: o In the UK, influential books by David Willetts (The Pinch) and by Ed Howker & Shiv Malik (Jilted

Generation) o In the US, ongoing debates about Social Security reform (with growing focus on Baby Boom generation; e.g. Greedy Geezers)

o In Germany, focus on ‘war between generations’ (in part harking back to student movement of 1960s, when young people were coming to terms with legacy of National Socialism) o Sporadic evidence of such perspectives in other countries, like Ireland, but research needed to

identify how people think about solidarity between generations

What is Intergenerational Solidarity? • Solidarity at level of family generations a major theme of research and policy over time: o Focus on relationships between parents, grandparents, great-grandparents, children and members

of wider family o Such relationships variously characterised by love, care, support, tensions, obligation, ambivalence, mutuality, reciprocity, generativity, generational observing etc.

o Tendency towards ‘narrative of decline’ (but not borne out by evidence) • Solidarity at level of wider society:

o Explores how people of different ages support one another through, for example, intergenerational contracts relating to pensions, health care, social care, housing; environmental dimension o Such relations can also be marked by tensions and supportive practices

o Especially significant during austerity period, framed by neo-liberal policies/practices

Some key questions: • How do people of different ages (and other social locations) in the UK (North East, community x, cities, rural communities) think about and practice intergenerational solidarity?

• How do people across and within generations help each other out in everyday life? • What is the inter-relationship between solidarity at family and societal levels? • Is age/generation a source of conflict in society (UK, North East, community x, cities, rural

communities)? • How do ‘powerbrokers’ (from government, politics, industry, society etc.) view intergenerational

relationships at level of family/state? Do such views align with the views held by ‘ordinary’ people? Key Messages from Changing Generations study in Ireland

1. Little evidence of inter-generational conflict, either within the private or public spheres (lack of support for taking from one ‘generation’ to give to another) 2. Considerable evidence that inter-generational solidarity within families helping people to survive

recession 3. Socio-economic inequality, not intergenerational difference, a more significant social cleavage

4. Commentators and policy makers should think twice before making case for actual or impending conflict between generations

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Does it require distribution of wealth?

-age?

-class?

-passing on environmental issues

-caring; contribution of older people – massive

-grandparents providing care supporting women in work

Not homogenous – ‘older people’ as a category

Cultural differences nuance Values and expectations

Welfare provision

Different perspectives of ‘work’ (unpaid etc)

Intergenerational support (due to?) the withdrawal of the state/neoliberalisation

-though where there is more support (Scandinavian countries) there is more family support

What’s the difference between intergenerational support within the family, and more societal

intergenerational support

Inherent expectation of intergenerational justice- an injustice in itself?

Gendered expectations? What is family? Strings attached to public funding? Welfare? Reciprocity? Moral

contract? Tax?

Welfare state; presumption of intergenerational justice?

(Not the divide suggested by some journalists)

- The ‘pinch’, ‘baby boomers stole the wealth’

-Power brokers, journalists, policy members etc

-Difficulty in understanding difference between implicit and actual intergenerational conflict

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Discussion topic: Public Choice Theory and New Public Management Table host: Dr Toby Lowe and Prof Rob Wilson

Unbundling

-‘siloisation’ of public services

Commodification of public services – is there an alternative concept of value? Can there be?

Place for public service value?

Motivation re ‘polling station people’

New Public Management

What role for social movements

-volunteers as alternative organising exemplars

-resistence

-can be self-serving

Motivation/trust as alternative organisation & mechanism

-How can you avoid elitism?

-Group thinking?

-Research into can this work?

-What structural/regulatory environment supports this?

-How can you avoid elitism?

-Can foundations ‘trust’ universities to do the right thing (e.g. Leverhulme)

-‘Common purpose’ programme can be an example

Accountability

-can be horizontal accountability provide an alternative narrative?

-Euro experience. Horizontal learning.

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Discussion topic: How we participate Table host: Alexia Mellor

Who is participating?

- ‘right’ and ‘wrong’ people?

- complicity and passivity?

- festivals as form of social capital exchange through ‘accessible’ events

- the national/local participation (e.g. voting in election) but has global impact [e.g. US elections affect

the globe] so who ‘participates’? who is franchised?

What are our motivations and goals?

Allowing creativity, allowing failure, allowing critical thinking

How does the fictive open up possibilities of experimenting?

Disenfranchisement due to fragmentation

-defeatism alternative, forms of power

What are our motivations and goals?

Participation and representation – what views are made visible?

Junior doctor’s strike

Allowing art & creativity back into our thinking (through formal and informal means)

Why is neoliberalism so hard to overthrow?

In what ways are people willing and able to participate?

Do we know our rights?

How do we participate in a way/ ways it can’t be quashed?

Who is and isn’t allowed to say?

-participation/large scale impact

Changing value system

-Chinese naming: see selves as collective as first

Does feeling effective promote participation?

Changing value system?

Local/global system

Over connected but still feel isolated

Local, oral, history recording

Language

– can change perception

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-are we accepting things we don’t agree with?

Perceptions of events

Are our individual actions/choices meaningful?

-how do we aggregate them to form change?

-Athens/Greece – solidarity/grassroots

You participate even though feelings of ineffectiveness and non-representation

Democratic interaction

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Useful links

George Monbiot, 'Neoliberalism - the ideology at the root of all our problems'. The Guardian

https://www.theguardian.com/books/2016/apr/15/neoliberalism-ideology-problem-george-

monbiot

Matthew Taylor, 'Democratic Renewal, or else...'. RSA

https://www.thersa.org/discover/publications-and-articles/matthew-taylor-

blog/2016/04/democratic-renewal-or-else

Doreen Massey, 'Vocabularies of the Economy'. The Guardian

https://www.theguardian.com/commentisfree/2013/jun/11/neoliberalism-hijacked-vocabulary