Intellectual endogamy in the university

Abstract

This article aims to analyse the multiple ways in which the neoliberal regulation of knowledge is negotiated by returning Chilean scholars. The data gathered suggest the construction of knowledge is highly regu lated by a principle of intellectual endogamy. Intellectual en dogamy is characterised by conservatism, reflected in a lack of diversity in research themes and problems and maintained by a peerreview system that controls scholars' access to research funds. However, it is also characterised by instrumentalism, which is reflected in the requirements for obtaining research funds, such as publications in indexed journals and discourses of efficiency and productivity. Both facets engender a neoliberal regulation of academic work. This research encourages an expansion of the conversation about how aca demic mobility affects knowledge construction.

Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university

“…Neoliberalism frames education and encourages certain forms of relationships within cultures which frames how we understand ourselves and others (Ball, 2016). A culture identifiable in the Chilean academic context has been described as having a profound productivity logic which creates a “depressing status of teaching” (Muñoz‐Garcia, 2019, p. 38), with a focus on measurable products rather than processes “enhancing individual qualities, ignoring the social and contextual dimensions of work” (Fardella et al, 2017, p. 443), with academics with conflicted identities who move between simultaneously wanting a systemic change but at the same time one that is individualized (Fardella et al, 2015). These characteristics have created fragmented environments or what Fardella (2019) has called “golden cages”, where the logic of competition, meritocracy, and individualism has colonized academic life and where teaching has been put at the bottom of institutional priorities (Sisto, 2020).…”