Cultivating criticality in a neoliberal system. A case study of an English literature curriculum at a mega distance university.

Autor/in	Knoetze, Retha
Titel	Cultivating criticality in a neoliberal system. A case study of an English literature curriculum at a mega distance university.
Quelle	In: Higher education, 87 (2024) 6, S. 1677-1692Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-023-01084-y
Schlagwörter	Lehre; Studium; Wissenschaft; Geisteswissenschaften; Hochschule; Student; Ausland; Südafrika
Abstract	Neoliberal practices such as managerialism and academic casualisation impact higher education systems globally. While these practices can constrain any curriculum aimed at enabling transformative learning, this paper shows that they place particular limitations on arts and humanities curricula intent on cultivating criticality and a sense of social responsibility. I draw on data from an English literature curriculum study at a mega distance education institution in South Africa and use Legitimation Code Theory to take a close-up look at how two neoliberal practices: managerialism and academic casualisation cause misalignments between the underpinning values of the curriculum and the kinds of pedagogic and formative assessment practices that are employed. I conclude that decisions regarding administration, enrolments and staffing based on neoliberal values can frustrate students' epistemological and ontological access to humanities disciplines and limit the potential of humanities curricula to offer a higher education in service of the social good. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2025/1