A Holistic, Self-Reflective Perspective on Victimization within Higher Education in Sweden

Autor/in	Friberg, Torbjörn
Titel	A Holistic, Self-Reflective Perspective on Victimization within Higher Education in Sweden
Quelle	In: Critical Studies in Education, 56 (2015) 3, S.384-394 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2014.969287
Schlagwörter	Foreign Countries; Higher Education; Holistic Approach; Victims of Crime; Educational Practices; Transformative Learning; Governance; Moral Values; Morale; Rhetorical Criticism; Accountability; Access to Education; Commercialization; Student Problems; College Students; Teacher Leadership; Sweden + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Holistischer Ansatz; Victim; Victims; Crime; Opfer; Verbrechen; Bildungspraxis; Pädagogische Transformation; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Moral value; Ethischer Wert; Moral; Verantwortung; Access; Zugang; Bildungszugang; Studienproblem; Collegestudent; Lehrerfunktionsstelle; Schweden
Abstract	In the light of some recent transformations in higher education, a moral governance of university teachers is starting to emerge, suggesting a decrease of professional autonomy. By drawing on the idea of Gilles Deleuze's "clinical analysis", the aim of this article is to re-problematize the increasingly common moral image of students' problems in the light of these recent developments in higher education. The first part of the article focuses on students' victimization, which is followed by an analysis of the rhetoric and practice of transparency. The third part investigates the relationship between widening participation and the entry of the market model in higher education. The findings suggest that university teachers could benefit from applying a holistic, self-reflective perspective--as a contrast to many policymakers' reductive individual perception. This perspective enables two practices: (1) the critical ethos concerned with the limits and potentials of professional identity and (2) the political mobilization of university teachers as a profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01