Resisting Neoliberalism in Higher Education Volume I

Seeing Through the Cracks
1. Auflage 2019
ISBN: 978-3-319-95941-2
Verlag: Springer International Publishing

Buch, Englisch, 336 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 578 g

Reihe: Palgrave Critical University Studies

In light of the overwhelming presence of neoliberalism within academia, this book examines how academics resist and manage these changes. The first of two volumes, this diptych of critical academic work investigates generative spaces, or ‘cracks’ in neoliberal managerialism that can be exposed, negotiated, exploited and energised with renewed collegiality, subversion and creativity. The editors and contributors explore how academics continue to find space to work in collegial ways; defying the neoliberal logic of ‘brands’ and ‘cost centres’. Part I of this diptych illuminates the lived experiences of changing academic roles; portraying institutional life without the glossy filter of marketing campaigns and brochures, and revealing generative spaces through critical testimony, fiction, arts-based projects, feminist and Indigenous critical scholarship. It will be of interest and value to anyone concerned with neoliberalism in academia, as well as higher education more generally.

Zielgruppe

Research

Autoren/Hrsg.

Manathunga, Catherine

Bottrell, Dorothy

Fachgebiete

• Sozialwissenschaften Politikwissenschaft Regierungspolitik Kultur-, Wissenschafts- & Technologiepolitik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Politikwissenschaft Regierungspolitik Innen-, Bildungs- und Bevölkerungspolitik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Chapter 1. Shedding Light on the Cracks in Neoliberal Universities; Dorothy Bottrell and Catherine Manathunga.- Part I Seeing Outside-In.- Chapter 2. Twenty-First Century Feudalism in Australian Universities; Roberto Bergami.- Chapter 3. Double Negative: When the Neoliberal Meets the Toxic; Martin Andrew.- Chapter 4. When All Hope is Gone: Truth, Lies and Make Believe; Mark Vicars.- Chapter 5. Truth-Telling the Dark Tourism of Australian Teacher Education; Mat Jakobi.- Chapter 6. Wrestling with Career: An Autoethnographic Tale of a Cracked Academic Self; Barbara M. Grant.- Chapter 7. Affective Subjectivation in the Precarious Neoliberal Academia; Paola Valero, Kenneth Mølbjerg Jørgensen, and Kristiina Brunila.- Part II Seeing Inside-Out.- Chapter 8. Academic Wellbeing Under Rampant Managerialism: From Neoliberal to Critical Resilience; Dorothy Bottrell and Maree Keating.- Chapter 9. Creative Frictions in the Neoliberal University: Courting Blakness at The University of Queensland; Fiona Foley, Fiona Nicoll, Zala Volcic, and Dominic O’Donnell.- Chapter 10. “Singing Up the Second Story”: Acts of Community Development Scholar “Delicate Activism” Within the Neoliberal University; Peter Westoby and Lynda Shevellar.- Chapter 11. Making ‘Visible’ the ‘Invisible’ Work of Academic Writing in an Audit Culture; Katarina Tuinamuana, Robyn Bentley-Williams, and Joanne Yoo.- Chapter 12. Re-framing Literacy in Neoliberal Times: Teaching Poetry So Students Can See Through the Cracks; Mary Weaven.- Chapter 13. Revitalising Teacher Education Through Feminist Praxis: A Reflection on Challenging Systems of Patriarchy, Class and Colonialism; Claire Kelly.- Chapter 14. Educational Partnerships for Social Justice and Community Empowerment; Jo Williams.- Chapter 15. Cracked Continuities in the Project of Cultural Democracy: Silencing, Resistance and Privilege; Dorothy Bottrell and Catherine Manathunga.

Über Autor(innen)

Catherine Manathunga is Professor of Education Research at the University of the Sunshine Coast, Australia. An historian who draws together interdisciplinary expertise to bring an innovative perspective to higher education research, she has published widely on doctoral education, cultural diversity and academic identity. Dorothy Bottrell is Honorary Senior Lecturer at the Sydney School of Education and Social Work, University of Sydney and casual HDR Supervisor at Victoria University, Melbourne. Her research interest in critical studies in higher education centres on academic resilience and she has published widely on youth, crime, and education studies.