Literaturnachweis - Detailanzeige
| Autor/in | Canaan, Joyce E. |
|---|---|
| Titel | Analysing a "Neoliberal Moment" in English Higher Education Today |
| Quelle | In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 3 (2010) 2, S.55-72 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1755-2273 |
| DOI | 10.3167/latiss.2010.030204 |
| Schlagwörter | Higher Education; Accountability; Political Attitudes; Foreign Countries; Educational Change; College Faculty; Benchmarking; Grading; Evaluation Criteria; Teacher Attitudes; Records (Forms); Compliance (Psychology); Educational Administration; Feminism; Teacher Discipline; United Kingdom (England) |
| Abstract | English higher education, like other parts of the public sector and higher education in other countries, is currently undergoing considerable change as it is being restructured as if it were a market in which universities, departments and academics compete against one another. This restructuring is producing new processes of subjectivity that discipline those who work and study in higher education institutions. Feminist poststructuralists have suggested that this restructuring is enabled partly through new forms of accountability that seemingly offer the "carrot" of self-realisation alongside the "stick" of greater management surveillance of the burgeoning number of tasks that academics, amongst others, must perform. This paper, located in the context of these changes, builds on Judith Butler's insight that processes of subjection to the dominant order through which the self is produced entail both mastery and subjection. That is, submission requires mastery of the underlying assumptions of the dominant order, which concomitantly introduces possibly subversive responses to subjection. This paper explores a "neoliberal moment" I recently experienced when I had to fill out a form introduced for modules that failed to reach newly introduced marking "benchmark" criteria. As I suggest, the process of being subjected to the disciplining that this new criterion demanded, brought me the mastery necessary to avoid such disciplining in future. However, individual subversion did not significantly challenge these forms of accountability; only a collective "scholarship with commitment" could do so. (Contains 2 notes.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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