Neoliberalization, Universities and the Public Intellectual

Fraser, Heather; Taylor, Nik

doi:10.1057/978-1-137-57909-6

Cited by 45 publications

(17 citation statements)

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“…From the activation of neoliberal tropes and accelerated forms of global capitalism, markets have seized control of the university sector in a meaningful way (Ball, 2012;Brabazon, 2016;W. Brown, 2015;H. Fraser & Taylor, 2016;Giroux, 2002;Heath & Burdon, 2013;Humphrys, 2019;Rogers et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…The terraforming of higher education, particularly in Australia, has seen a departure from the old-form colonial institution, with its interest in service for the 'publics' of the hegemon (Boland, 2005;Connell, 2013aConnell, , 2019Cornelius-Bell, 2021;McMahon, 2009;Molesworth et al, 2009;Palma, 2020;Tutterow & Evans, 2016). In this space, universities no longer serve as home to the traditional intellectual of Gramscian theorisation (Fontana, 2015;H. Fraser & Taylor, 2016;Gramsci, 1996;Shear, 2008).…”

Section: Discussionmentioning

confidence: 99%

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Student Activism in Higher Education: The politics of students’ role in hegemonic university change

Cornelius-Bell¹

2021

Preprint

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Students are actively denied access to the tools of cultural change under hegemony. In recent history, student participation has risen at Flinders University, coupled with an increasing imperative for global democratic governance revisioning. This thesis makes several significant original contributions to knowledge in light of this change: it examines the largely unexplored landscape of student participation in governance through ethnography; it deploys an increasingly displaced methodological frame of Gramscian social science and philosophy of praxis; and, through its acknowledgement of the ongoing cultural significance of activism and hegemony, it summons the possibility for fundamentally repurposing higher education. Ultimately, the thesis highlights the necessity of repositioning democratic values at the heart of teaching and learning. It argues that universities must enable genuine participatory educative and researching potential for students, through partnership approaches, grassroots action and student governance representation. The thesis has profound ramifications for the future and purpose of higher education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Student Activism in Higher Education: The politics of students’ role in hegemonic university change

Cornelius-Bell¹

2021

Preprint

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“…It is important to note briefly that the argument here is not that there are no possibilities for resistance or alternative realities. Fortunately, as Fraser and Taylor argue, ‘people do not always do as they are told’ (2016: 35). In fact, participants in this study regularly described their experiments with resistance.…”

Section: An Overview Of the Association Between Young People Youth Amentioning

confidence: 99%

Youth as an artefact of governing violence: Violencetoyoung people shapes violencebyyoung people

Lohmeyer

2017

Current Sociology

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Young people are routinely depicted as uniquely violent. Much work has been done, particularly within the sociology of youth, to dispel this misconception. However, these portrayals persist, as does the narrative of youth as a period of transition. This article argues that the transition in youth is a process of governing violence into sanctioned forms. To achieve adult status young people must conform to sanctioned forms of violence. Furthermore, the article argues that the physical, structural and symbolic violence done to young people, shapes the violence done by them. Youth is an intensely governed period. The young people in focus in this article are subject to additional governing by the state. They are hyper-governed. This article draws on labelling theory and the analytics of governmentality to analyse hyper-governed young people’s experiences of ubiquitous violence. Hyper-governed young people describe experiences of ‘neoliberal violence’ that produce docility and progressively increasing commitments to the norms of violence. The article concludes, therefore, that youth is an artefact of violence that governs, but also the product of governing young people’s violence. Youth as an artefact of governing violence describes violence done to young people shaping violence done by young people.

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“…The neoliberalisation of the welfare sector, and of social work education and practice, has had significant impacts on contemporary human service organisations, which are deeply characterised by managerial practices and governmentality (see for example Swift et al 2016;Hendrix et al 2020). Within this context, social workers who espouse a commitment to social justice goals may find our practices compromised, even when committed to critical social work (Fraser and Taylor 2016). But (how) might critical reflection support social work practice in neoliberal organisations?…”

Section: Introductionmentioning

confidence: 99%

Critical Reflection: An Imperative Skill for Social Work Practice in Neoliberal Organisations?

Morley

O’Bree

2021

Social Sciences

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Social work practice and education have been significantly impacted by neoliberal governmentality, which can greatly undermine the espoused social justice mission of social work. This study explores the research questions: How might critical reflection support social work practice in neoliberal organisations? And how might critical analysis using insights from critical theorists fortify the findings of critically reflective research? This study uses critical reflection on a critical incident (from Author 2’s practice) as a methodology to respond to the first research question. It further analyses the findings of the critically reflective inquiry by drawing on relevant concepts from critical theorists to respond to the second question and expand the possibilities for practitioners to develop emancipatory practices in neoliberal organisations. The findings suggest critical reflection on the critical incident examined was effective in improving social work practice, and that additional critical analysis of the wider issues raised by the research findings may enhance social work as a value-driven, client-centred and social change-oriented profession. The article highlights the benefits and outcomes of working in a critically reflective way, and makes an original contribution to the growing literature that suggests critical reflection is a vital skill for social work practice in neoliberal organisations.

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Neoliberalization, Universities and the Public Intellectual

Cited by 45 publications

References 0 publications

Student Activism in Higher Education: The politics of students’ role in hegemonic university change

Student Activism in Higher Education: The politics of students’ role in hegemonic university change

Youth as an artefact of governing violence: Violencetoyoung people shapes violencebyyoung people

Critical Reflection: An Imperative Skill for Social Work Practice in Neoliberal Organisations?

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