Feminist poststructuralisms and the neoliberal university

Davies, Bronwyn; Somerville, Margaret; Claiborne, Lise Bird

doi:10.4324/9781315397788-7

Cited by 3 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…CB does, however, offer a strategy to develop knowledgemaking practices that are generated from grass roots practices starting where people are at. As Davies et al [47] (p. 100) states, 'the only place we can speak from is where we are grounded . .…”

Section: Discussionmentioning

confidence: 99%

“…Through the process of writing participants were able to produce analysis in action rooted in their own practices. Participants were mindful of why some differences are made to matter more than others as the basis for action and 'as an act of courage not to follow the lines laid down by neo liberalism but to sink into the act of writing and to allow the body to take you to think the as yet unthought' [47] (p. 93).…”

Section: Diffractionmentioning

confidence: 99%

See 1 more Smart Citation

(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)

Bowler

Green²,

Smith

et al. 2021

Education Sciences

View full text Add to dashboard Cite

This article draws on research undertaken as part of a Collective Biography project generated by a group of activists and lecturers teaching and researching in youth and community work (YCW). Collective Biography (CB) is an approach to research in which participants work productively with memory and writing to generate collective action orientated analysis. The emphasis on collectivized approaches to CB work acts as a potential strategy to disrupt and resist the reproduction of power in academic knowledge-making practices and the impact of powerful policy discourses in practice. The article explores the current context and contemporary challenges for teaching anti-oppressive practice in UK based universities before briefly scoping out the methodology of CB. Extracts from a memory story are used as an example of the process of collective analysis generated through the process of CB in relation to racism, the role of anti-oppressive practice, and as the basis for YCW educators to think collectively about implications for teaching going forward. The article goes on to explore the role of concepts that were worked with as part of the CB process and considers the potential significance for teaching anti-oppressive practice in YCW. The article concludes by starting to scope out key considerations relating to the potential role of CB as a grass roots strategy to open spaces of possibility alongside young people and communities in reassembling the teaching of anti-oppressive practice in YCW.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Diffractionmentioning

confidence: 99%

(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)

Bowler

Green²,

Smith

et al. 2021

Education Sciences

View full text Add to dashboard Cite

show abstract

“…We feel a particular urgency for the need of an affirmative ethics given the present emphasis, particularly in education, on ideals of ruthless individualism and the sole valuing of productivity and profit (Davies, Somerville, & Claiborne, 2017). These ideals, and the ways they inform the human-centered, individualistic, neoliberal system and structures that make-up our respective institutions, produce us in particular ways that are often decapacitating.…”

Section: Posthuman Perspectives: Affect and Affirmative Ethicsmentioning

confidence: 97%

“…Cultural and Pedagogical Inquiry, Summer 2022, 14(1), pp. 9-22 ISSN 1916-3460 © 2022 University of Alberta http://ejournals.library.ualberta.ca/index.php/cpi/index Spurred by advances in late-stage capitalism, over the last several decades, academia has shifted to neoliberal structures and ideals (Davies, et al, 2017). This shift has transformed the roles, perceptions, and practices of the educators, researchers, and reviewers practicing within institutions of higher education (Davies, et al, 2017;Lund, 2018;VanMarle, 2018;Hodgins & Mannix-McNamara, 2021).…”

Section: Engaging With Negative Affects Of Peer Reviewmentioning

confidence: 99%

“…9-22 ISSN 1916-3460 © 2022 University of Alberta http://ejournals.library.ualberta.ca/index.php/cpi/index Spurred by advances in late-stage capitalism, over the last several decades, academia has shifted to neoliberal structures and ideals (Davies, et al, 2017). This shift has transformed the roles, perceptions, and practices of the educators, researchers, and reviewers practicing within institutions of higher education (Davies, et al, 2017;Lund, 2018;VanMarle, 2018;Hodgins & Mannix-McNamara, 2021). The neoliberalization of academia has also produced a competitive, cut-throat model of rejection in which critique is often weaponized and used as a gatekeeping mechanism that excludes particular knowledges and methods (Hodgins & Mannix-McNamara, 2021).…”

Section: Engaging With Negative Affects Of Peer Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Enacting Posthuman Ethics to Do Academia Differently: Toward an Affirmative Peer Reviewing Practice

Strom

Mills

2022

Cult. and Ped. Inq.

View full text Add to dashboard Cite

show abstract

Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19

2022

View full text Add to dashboard Cite

This article draws on research undertaken by the Professional Association of Lecturers in Youth and Community Work (PALYCW) in collaboration with the Open University, University of Glasgow and the University of Hull. The authors are all part of a community of practice of lecturers teaching in higher education on Community and Youth Work (CYW) degree programmes. These CYW programmes are professionally endorsed by Youth Work and Community Development professional bodies across the UK. They adopt informal methodologies and have a strong focus on preparing students to work as informal educators with young people and communities. The unique contribution of this paper is highlighting the experiences, issues and challenges presented and exploring creative approaches that have been developed by programmes that adopt these approaches to educate professional practitioners. Looking forward in a context of great uncertainty, the research also set out to consider what the future might look like for CYW programmes, located in the neoliberal university. Questions explored included the extent to which the pandemic might lead to longer term changes in learning and teaching methodologies in CYW in higher education (HE) and how CYW programmes should be preparing students for navigating practice in the society that unfolds post COVID-19 as the basis for taking action in communities in response to new formations of social injustice and inequality with conscious intent.

show abstract

Feminist poststructuralisms and the neoliberal university

Cited by 3 publications

References 0 publications

(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)

(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)

Enacting Posthuman Ethics to Do Academia Differently: Toward an Affirmative Peer Reviewing Practice

Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19

Contact Info

Product

Resources

About