Scholar Outsiders in the Neoliberal University: Transgressive Academic Labour in the Whitestream

Autor/inn/en	Kidman, Joanna; Chu, Cherie
Titel	Scholar Outsiders in the Neoliberal University: Transgressive Academic Labour in the Whitestream
Quelle	In: New Zealand Journal of Educational Studies, 52 (2017) 1, S.7-19 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kidman, Joanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-017-0079-y
Schlagwörter	Foreign Countries; Interviews; Neoliberalism; Higher Education; Governance; Scholarship; Ethnic Groups; Pacific Islanders; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Interviewing; Interviewtechnik; Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Scholarships; Stipendium; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Neuseeland
Abstract	Over the past 15 years of tertiary sector reform, the nature of academic governance in New Zealand universities has radically changed. Globalization, neoliberal experimentation and managerialist practices have come to characterize a higher education system where the locus of authority is at an ever-widening distance from the majority of academics. This paper uses sociological analyses of organizational structure to explore how macro and micro-level interactions within the managerialist university shape ethnicized, classed and gendered institutional status systems. Drawing on interviews with 43 Maori and Pacific senior scholars in nine universities and Wananga, we consider the role of scholar 'outsiders' from the point of view of minoritized/ethnicized academics and argue that while academic labour within the institutional margins can be profoundly alienating these sites are less readily accessed by institutional elites and therefore open up possibilities for organized scholarly resistance to the neoliberal status quo. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01