Academic Irregularities

Morrish, Liz; Sauntson, Helen

doi:10.4324/9781315561592

Cited by 21 publications

(17 citation statements)

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“…Whilst there has been research on the changing nature of teachers' identities during the pandemic (Christensen et al, 2022;Kim et al, 2021;Mellon, 2022), this paper specifically looks at how institutional power structures and top-down management impacted on educators and how they in turn constructed their identity when reflecting on their experience of enabling teaching and learning during the pandemic. This research hence shows the rupture of working practices, educator identities and professional relationships at the focal point of education under lockdown, but placed in the wider context of increasing pressures on educators and top-down management in a neoliberal context (Moore & Clarke, 2016;Morrish & Sauntson, 2020;Thomson et al, 2021), as discussed below.…”

Section: Introductionmentioning

confidence: 80%

“…The growing freedom of staff to change practice in the first lockdown was met with and suppressed by a more corporate, authoritarian university system. As Flemming (2021) and Hall (2021) demonstrate, the corporatisation of universities was a journey English universities had already embarked upon (see also Morrish & Sauntson, 2020); schools similarly had encountered managerialism, with managers far removed from staff (Connell, 2013), but the pandemic seems to have exacerbated these authoritarian proclivities.…”

Section: Discussionmentioning

confidence: 99%

“…As Lasky (2005, p. 900) argues, educators' agency and identity affect how they interact with policy and ‘new mandates’ from above; thus it is pertinent for educational institutions to understand more about the interaction of identity and agency if they wish educators to work effectively within a changing landscape of education. Indeed, the university sector in the United Kingdom has undergone drastic changes through the neoliberal shift in recent decades, with universities increasingly being run like businesses, in turn making their students into consumers and their staff into service providers placed under an ever‐increasing audit culture (Morrish & Sauntson, 2020). We argue that such performance pressure has only increased further with education under lockdown.…”

Section: Identity and Tactics Of Intersubjectivitymentioning

confidence: 99%

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Unlocking education through relationship building: Identity and agency in English educational institutions during Covid‐19

Walz

Lyon

Bright³

et al. 2023

British Educational Res J

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This paper reports on a longitudinal study in the North of England with 13 educators in schools, colleges and universities during two lockdowns. The project was designed to 'unlock' education by providing spaces to co-create new ways of thinking about education in light of the Covid-19 pandemic. Focus groups were conducted with school and college teachers as well as university staff at the end of the first and second English lockdowns, in summer 2020 and spring 2021. An initial analysis identified issues with expectations and communication between educators and executive management as well as a lack of agency of educators, and how participants framed them as impacting on their identity as educators. Therefore, the framework of tactics of intersubjectivity was adopted to explore how educators discursively positioned themselves and others through constructions of similarity and difference, realness and power, and how their professional identities were affected by the experience of working through the pandemic and by those around them. Whilst educators took opportunities to authenticate their identity and reimagine education, their agency was undermined by top-down governing involving little successful communication, leading to denaturalising and illegitimising experiences for educators. Executive management were perceived as lacking engagement with staff and understanding of the implications of their decisions on them. The

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Section: Introductionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Identity and Tactics Of Intersubjectivitymentioning

confidence: 99%

See 1 more Smart Citation

Unlocking education through relationship building: Identity and agency in English educational institutions during Covid‐19

Walz

Lyon

Bright³

et al. 2023

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…Similarly, illustrating the neoliberal concept of competition and showing how neoliberal governmentality works within universities through the ideal academic worker discourse (Morrish & Sauntson, 2020), Kate (Lecturer, UK) stated:…”

Section: Entrepreneursmentioning

confidence: 99%

Women academics experiences of maternity leave in the neoliberal university: Unmasking governmentality

Jones

Floyd

2023

Gender Work & Organization

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Addressing a paucity of large‐scale studies about women academics maternity experiences of leave in academia and under‐theorizing the influence of neoliberalism on this phenomenon, this research provides one of the largest studies of women's experiences of maternity leave in the academic sector. Secondary analysis of a subset of data from a global online mixed method survey with 553 women academics (82% UK, 18% international) was undertaken to explore experiences and implications of maternity leave for women. The findings reveal that women academics continued to undertake core academic work duties during maternity leave such as writing grant applications and journal articles, supervising doctoral students, teaching, and responding to emails. We document four distinct orientations adopted by women during maternity leave that characterize neoliberal subjectivity and use Foucauldian governmentality to unmask the inculcation of such norms. Our analysis shows how neoliberal ideology has gained a hegemonic position in academia that leaves little space for maternity leave, resulting in many women effectively relinquishing their maternity rights to sustain academic productivity. We argue that neoliberalism and new managerialism within the academy undermine policies to support women's maternity rights. The findings of this study will be of interest to scholars and Human Resources professionals, academic mothers, managers, and policymakers who are championing change in the sector.

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“…In response to the rise of the neoliberal university, a new academic subdiscipline has emerged: critical higher education studies (Morrish andSauntson 2019, Hall 2018;Chris 2018;Hall and Winn 2017;Winn 2015;Lybeck 2018). This genre of academic activity is predated by significant analytical writing on higher education politics and policy (Scott 1984;Shattock 2012;Brew 2006;Farrington and Palfreyman 2006;Halsey 1992;McLean 2006;Slaughter and Leslie 1999), including writing on the idea of the civic university (Scott 2014).…”

Section: City Beneath the Citymentioning

confidence: 99%

Civic University or University of the Earth? A Call for Intellectual Insurgency

Neary

2020

Civic Sociology

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This article reviews an attempt to rejuvenate the concept of the civic university in the United Kingdom through the establishment of the Civic University Commission in 2018 by the UPP Foundation. This review is based on a critical appraisal of the concept of ‘civic’ on which the idea of the civic university relies. The review suggests another formulation for higher education: not the civic university but the university of the earth, built on a convergence of the social and natural sciences and Indigenous knowledges connected to world-wide progressive social movements and political struggles. The university of the earth supports an intellectual insurgency to deal with emergencies confronting humanity and the natural world.

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Academic Irregularities

Cited by 21 publications

References 0 publications

Unlocking education through relationship building: Identity and agency in English educational institutions during Covid‐19

Unlocking education through relationship building: Identity and agency in English educational institutions during Covid‐19

Women academics experiences of maternity leave in the neoliberal university: Unmasking governmentality

Civic University or University of the Earth? A Call for Intellectual Insurgency

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