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18. Ibid, p 196.

19. A sceptical public may not appreciate the degree of academic effort which is hidden from view. One historian of the university system observed:

‘The specific obligations of a university teacher when set out to someone who thinks of a job as requiring physical attendance more or less during daylight hours for five days a week, and forty six or more weeks a year, seem modest – indeed bald. Such a person is not satisfied by evidence that many academics are very busy people indeed, devoting more hours to their profession than ordinary office workers. He still suspects that the attraction of being free to do the minimum will not be without its influence on some, and he was duly to be confirmed in this opinion by the appearance of several scathing works of fiction based on university life, such as The History Man. The dilution which necessarily accompanied the first great wave of expansion, and the heady novelty of the world in which new recruits at that time found themselves, gave added strength to these undercurrents of doubt’. (Carswell, J Government and the Universities in Britain: Programme and Performance 1960–1980 (Cambridge: Cambridge University Press, 1985) p 99)Google Scholar

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57. Ibid, p 83 (emphasis in original).

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‘By reinforcing the fragmentation of the mental, physical and social fields, the vast bulk of the social sciences have relied upon an impoverished understanding of space. Law is no exception in this regard, through its imposition of abstract categories such as the public/private distinction, property rights and contractual relations on social life. In doing so, it instrumentalises and commodifies space, effacing the full diversity of spatial uses.’

59. Butler (ibid, at 314) writes:

‘Lefebvre was one of the most important intellectual figures of the twentieth century, although his stature and contributions to philosophy, sociology and urban studies have only relatively recently begun to be widely appreciated by scholars outside France.’Lefebvre was particularly influential in Latin America in articulating the rights of city slum dwellers against the encroachments of the wealthy elites.

60. Barnett, above n 4, p 46.

61. Ibid, p 82.

62. Ibid, p 79.

63. Ibid, p 7.

64. Lefebvre, above n 5, pp 89–90.

65. Ibid, p 91.

66. Ibid.

67. Ibid.

68. Ibid, p 33.

69. Ibid.

70. Ibid, p 38.

71. Ibid.

72. Ibid, p 39 (emphasis in original).

73. Ibid.

74. Ibid, p 40.

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79. Cownie, above n 6, p 141.

80. Barnett, above n 4, p 56.

81. Ibid, p 77, quoting Lefebvre (above n 5, p 91) (emphasis in original).

82. Ibid.

83. Ibid, pp 76–77 (emphasis in original).

84. Ibid (emphasis in original).

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86. Lefebvre, above n 5, p 95.

87. Ibid, p 408. Kofman and Lebas (above n 5, p 28), in their commentary on Lefebvre, point out that: ‘Unlike his lengthy analysis of the production of space he only sketches a periodisation of time in society.’

88. Lefebvre, above n 5, p 12.

89. Barnett, above n 4, p 99.

90. Ibid, p 138.

91. Bradney, above n 6, p 121.

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95. Barnett, above n 4, p 76.

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104. Butler, above n 58, at 325.

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108. Ibid, p 62 (emphasis in original).

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112. Ibid, at16.

113. Ibid.

114. Ibid, at 19.

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119. Ibid, p 123.

120. Ibid, p 14.

121. Ibid, p 37.

122. Ibid, p 114.

123. Ibid, p 121.

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130. Barnett, above n 4, p 6.

131. Bradney, above n 6, p 201. See also Cownie, above n 6, esp pp 113–119. For a review questioning some of Bradney's conclusions, see Collier, above n 22.

132. Above n 37.

133. Department for Business Innovation ‘Students at the heart of the system’ June 2011, available at http://www.bis.gov.uk/Consultations/he-white-paper-students-at-the-heart

134. Ibid, at 4.

135. Ibid, at 26. The paper notes current differences by discipline at different institutions, with a range of between 44.8 hours and 18.7 hours in law, compared with between 39.5 hours and 14 hours in historical and political studies.

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140. Ibid, p 203.

141. Above n 53, at 29 (emphasis in original). However much they question the extraneously imposed boundaries in academic work, between private and public, research and teaching, qualitative and quantitative accounting of time, there is still little mention in any of the above studies of that most marked of divisions – that between hand and brain.For a powerful plea for academics to adopt manual skills, see Crawford, M Shop Class as Soulcraft: Inquiry into the Value of Work (London: Penguin, 2009).Google Scholar

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144. Barnett, above n 4, p 154.