Time and Space in the Neoliberal University: Futures and fractures in higher education

Description

This book offers new interdisciplinary analyses of borders and blockages in higher education and how they can be inhabited and reworked. Amidst stratified inequalities of race, gender, class and sexuality, across time and space, contributors explore what alternative academic futures can be claimed. While higher education institutions are increasingly concerned with ‘internationalization’, ‘diversity’, and ‘widening access and participation’, the sector remains complicit in reproducing entrenched inequalities of access and outcomes among both students and staff: boundaries of who does and does not belong are continually drawn, enacted, contested and redrawn. In the contemporary neoliberal, entrepreneurial and ‘post’-colonial educational context, contributors critically examine educational futures as these become more uncertain. This wide-ranging collection serves as a call to action for those concerned with the future of higher education, and how alternative futures can be reimagined. Front Matter ....Pages i-xxix Introduction: Time and Space in the Neoliberal University (Maddie Breeze, Yvette Taylor, Cristina Costa)....Pages 1-14 Closed Doors: Academic Collegiality, Isolation, Competition and Resistance in the Contemporary Australian University (Briony Lipton)....Pages 15-42 Feminist Pedagogy: Fractures of Recognition in Higher Education (Genine Hook)....Pages 43-63 (Dis)Assembling the Neoliberal Academic Subject: When PhD Students Construct Feminist Spaces (Elizabeth Ablett, Heather Griffiths, Kate Mahoney)....Pages 65-91 The Imperial/Neoliberal University: What Does It Mean to Be Included? (Lou Dear)....Pages 93-117 Black Scottish Writing and the Fiction of Diversity (Churnjeet Mahn)....Pages 119-141 In Defence of Safe Spaces: Subaltern Counterpublics and Vulnerable Politics in the Neoliberal University (Chris Waugh)....Pages 143-168 Public Sociology and Social Movements: Incorporation or a War of Position? (Eurig Scandrett, Elaine Ballantyne)....Pages 169-190 Discourses of Dissonance: Enabling Sites of Praxis and Practice Amongst Arts and Design Doctoral Study (Jacqueline Taylor)....Pages 191-220 An Embodied Approach in a Cognitive Discipline (Jennifer Leigh)....Pages 221-248 Aesthetic Education and the Phenomenology of Learning (Jonathan Owen Clark, Louise H. Jackson)....Pages 249-275 Response-Ability: Re-E-Valuing Shameful Measuring Processes Within the Australian Academy (Melissa Joy Wolfe, Eve Mayes)....Pages 277-298 Back Matter ....Pages 299-302