From Love Acts to Language – where can we get back our desire for learning (and teaching)?

In January we embarked on a new collaborative writing project. The brief: To compile a collection of individual responses to one stimulus piece with a view to starting a great conversation! We wrote independently without discussing our thoughts and are publishing them here as a series of posts.

The stimulus piece is: “Love acts and revolutionary praxis: challenging the neoliberal university through a teaching scholars development program” Higher Education Research & Development, 39:1, 81-98, DOI: 10.1080/07294360.2019.1666803.

Photo by Hannah Wright on Unsplash

Metaphors abound in this article, which I read with growing intrigue given my own interest in creative methodologies as a way of enabling academic colleagues, particularly those new to teaching, to explore their academic practice. There is a plurality in this article – of methods, of theories, of voices – and yet by the end I felt that although I had a strong sense of how participants had responded to the Teaching Scholars programme, I had more questions than answers about how ‘love acts’ can actually help academics combat the neoliberal agenda of our universities:

  1. There is an intention of juxtaposing languages but it is all in English – where are the other languages?
  2. The metaphors and language used to describe teaching feels similar too – the words are all cosy and comfortable words we use often in learning and teaching. They are Words We Like: nurturing, weaving, gardening… 

How can we push our metaphors further and expand them to take in other – more friction-filled – words? Words that encapsulate the tensions between teaching and research for example, a sword-bearing snail that has lost its shell? Or a blind mole lost in the tunnels of module evaluation forms and programme review?

 As Chimamanda Ngozi Adichie warns us in her wonderful TED talk:

“The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” 

Can we talk about love without also talking about desire? Desire to learn? Desire to teach? It is hard to feel desire in the neoliberal university.

In this short response to the article, I cannot hope to answer any of those questions but I would like to explore further how we – as academic developers – can expand the language we use to talk about learning and teaching to move away from the idea that being an academic in a western university in 2020 can be a smooth and caring journey. The ongoing industrial action in the UK tells us that academics are angry, exhausted, cynical. 

We know that teaching is indeed an act of caring but one that requires energy and courage. An intimate act, where you are often exposed and vulnerable, it is also a process that can be frustrating and disempowering, particularly in a new context and in a language that is not your own.

This is therefore a plea to invite other languages into the conversation – share your metaphors of teaching in Arabic, in Japanese, in Swedish and in Maori. And let us also articulate the pain and frustration of teaching as well as the joy and the love. Perhaps through these linguistic encounters, we can locate the spark of desire for learning?


Adichie, C. N. (2009) The danger of a single story . TED Talk:  

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