Precarious Responsibility: Teaching with Feminist Politics in the Marketized University

Wånggren, Lena

doi:10.23860/jfs.2018.14.01

Cited by 10 publications

(10 citation statements)

References 19 publications

(20 reference statements)

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“…Last but not least, feminist dialogic pedagogy helps students and teachers overcome the prevailing fear of change that may be negatively perceived as confrontational (Hooks, 1989; Mahtani, 2004; Simpkins & Hicks Tafari, 2019; Wånggren, 2018). There is currently a gap in the literature that does not address why feminist dialogues are not widely practised in IE in particular, and in teacher education in general.…”

Section: Research Limitations and Conclusionmentioning

confidence: 99%

“…There is currently a gap in the literature that does not address why feminist dialogues are not widely practised in IE in particular, and in teacher education in general. This gap is due to the state of fear that is associated with feminism and its pedagogical politics of change (Ahmed, 2017; Wånggren, 2018). As Ahmed (2017, p. 6) explains, ‘even to describe something as sexist and racist here and now can get you in trouble’.…”

Section: Research Limitations and Conclusionmentioning

confidence: 99%

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Feminist Dialogic Pedagogical Spaces in Teacher Education: Practical Inclusivity, Eye-opening and Change

Shugurova

2020

Contemporary Education Dialogue

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In this reflective article, I explore a feminist dialogic pedagogy of inclusive education (IE) in the sociocultural context of my and my students’ lived experience. I ask what a feminist dialogic pedagogy means to my students. The purpose of this article therefore is to advance knowledge about a feminist dialogic pedagogy in teacher education with a focus on the formation of students’ critical consciousness of IE philosophy that is currently mandated by all Canadian provinces. My intention is to contribute to an evolving scholarship of feminist pedagogy in teacher education programmes with a grounded and creative understanding of teacher candidates’ lived experience. The article argues that feminist dialogic pedagogy creates a space of inclusion for all students. Despite and across social differences, this pedagogy leads a conscious change among students, impacting their daily lives. Consequently, students successfully achieve their academic goals because they feel critically attentive to and conscious of their situated knowledge ( Haraway, 1988 , Feminist Studies, vol. 14, pp. 575–599) in educational institutions.

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Section: Research Limitations and Conclusionmentioning

confidence: 99%

Section: Research Limitations and Conclusionmentioning

confidence: 99%

Feminist Dialogic Pedagogical Spaces in Teacher Education: Practical Inclusivity, Eye-opening and Change

Shugurova

2020

Contemporary Education Dialogue

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“…In Britain, the university lecturers' union, UCU, has revealed that 54% of UK academic staff are employed on insecure contracts. Employed by the hour, on fixed-term contracts, or employed as post-graduate student teaching assistants, there is little by the way of career progression (Wånggren 2018). However, 54% is an average figure, since for some institutions and grades the number is far higher.…”

Section: The Academic Environmentmentioning

confidence: 99%

Marx and Digital Machines

Healy¹

2020

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The peer-reviewed book series edited by Christian Fuchs publishes books that critically study the role of the Internet and digital and social media in society. Titles analyse how power structures, digital capitalism, ideology and social struggles shape and are shaped by digital and social media. They use and develop critical theory discussing the political relevance and implications of studied topics. The series is a theoretical forum for Internet and social media research for books using methods and theories that challenge digital positivism; it also seeks to explore digital media ethics grounded in critical social theories and philosophy.

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“…HE and university are not synonymous or inseparable, but the latter is the main model for delivery of the former in the UK. The experiences of both staff and students have diversified further and grown in complexity since the student population in universities has become bigger and more heterogeneous (Wånggren, 2018), and the policy framework continually changes (Collini, 2017), further exposing the inequalities already present.…”

Section: Introductionmentioning

confidence: 99%

The compliant environment

Andrews

2019

OIR

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Purpose The purpose of this paper is to present the concept of institutions as compliant environments, using data to monitor and enforce compliance with a range of external policies and initiatives, using the particular example of UK higher education (HE) institutions. The paper differs from previous studies by bringing together a range of policies and uses of data covering different areas of HE and demonstrating how they contribute to the common goal of compliance. Design/methodology/approach The compliant environment is defined in this context and the author has applied the preliminary model to a range of policies and cases that use and reuse data from staff and students in HE. Findings The findings show that the focus on compliance with these policies and initiatives has resulted in a high level of surveillance of staff and students and a lack of resistance towards policies that work against the goals of education and academia. Research limitations/implications This is the first study to bring together the range of areas in which policy compliance and data processing are entwined in HE. The study contributes to the academic literature on data and surveillance and on academic institutions as organisations. Practical implications The paper offers suggestions for resistance to compliance and data processing initiatives in HE. Originality/value This is the first study to bring together the range of areas in which policy compliance and data processing are entwined in HE. The study contributes to the academic literature on data and surveillance and on academic institutions as organisations.

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Precarious Responsibility: Teaching with Feminist Politics in the Marketized University

Cited by 10 publications

References 19 publications

Feminist Dialogic Pedagogical Spaces in Teacher Education: Practical Inclusivity, Eye-opening and Change

Feminist Dialogic Pedagogical Spaces in Teacher Education: Practical Inclusivity, Eye-opening and Change

Marx and Digital Machines

The compliant environment

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