Producing anxiety in the neoliberal university

Berg, Lawrence D.; Huijbens, Edward H.; Larsen, Henrik Gutzon

doi:10.1111/cag.12261

“…Thus, the state is reframed as the guarantor and maintenance provider of the conditions for a thriving free market. Since knowledge society is defi ned as important for the free market and production, it is up to the state also to oversee and guarantee that academia does its share in the process, that is educates malleable individualised forms of human capital (Berg, Huijbens, Larsen 2016).…”

Section: Feminist Pedagogy Intersects With the Neoliberal University mentioning

confidence: 99%

“…Power hierarchies were not challenged, as Feigenbaum (2007), hooks (1994) and Felman (2001) call for; they were obeyed. They were in fact internalised and embodied, which on my part to some extent at least was due to more than just economic necessity, as some of my personal traits, such as anxiety, fi t well with the tenets of neoliberalism, where every individual is responsible for turning herself into the best possible human capital (Berg, Huijbens, Larsen 2016). All this is further exacerbated by the precarious employment situation both in the programme and in the Czech academic sector.…”

mentioning

confidence: 96%

“…These authors use different concepts, such as university without walls, corporate culture, academic capitalism, and new managerialism to describe and analyse the defi ning aspects of the 'neoliberal university'. In relation to feminist pedagogy, which I will discuss here, a highly relevant aspect is the bodily and emotional harm infl icted on both teachers and students (Berg, Huijbens, Larsen 2016;Gill 2010), with most of the focus on rising anxiety levels. I understand feminist pedagogy as a form of political activity that foregrounds and fosters relations within and beyond the classroom while challenging the social status quo with a particular emphasis on gendered workings of power.…”

mentioning

confidence: 99%

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Marketing Difference: Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

Nyklová

¹

2017

GV/GR

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Abstract:This article looks at the effects the neoliberal university has on feminist pedagogy when it is practised in a programme that stresses geopolitical differences. The material for the study comes from my experience as a teacher of a gender studies class for a US study abroad programme based in Prague, Czech Republic. The richly researched paradoxes of doing feminist pedagogy in the neoliberal university assume fi rm contours when the geopolitical location of both those 'teaching' and those 'taught' becomes the focus and indeed the 'commodity' to be sold. In my article, I focus on my situation as a teacher in an increasingly precarious educational environment in the Czech Republic, exacerbated by the specifi c framing of the US-based programme and its economic-moral rationality. I refl ect on the ethical discontents inadvertently produced by the teaching experience and related commodifi cation of 'difference'. I argue that the geopolitical context of that commodifi cation is crucial for understanding the local forms and impact of the neoliberal university. The contested standing of gender studies in the Czech Republic, which has been shown to stem in part from the post-1989 developments, intersects with the reform of the Czech science system. By exploring how this setting affects the micro-level of class dynamics and lesson content I show that there is a need to study the repercussions of the neoliberal university as geopolitically located.

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“…The hegemonic status of their power to impose conformity over the autonomy of researchers ex cathedra is widely acknowledged, although some believe meaningful compromise is possible (Connolly 2007). The cynic would argue throughout higher education this obsessive concern with academic research ethics does not reflect a recently discovered fascination for the intrinsic merits of research and ethical justification and legitimating, instead it reflects an instrumentalist anxiety over potential and costly law suits leading to reputational damage, should research participants or others judge their rights to have been infringed (Berg, Huijbens and Larsen 2016). In this dystopian framing, regulatory research ethics is not really about ethics, but risk management.…”

Section: Introduction: the Politics Of Research Ethicsmentioning

confidence: 99%

Monitorização neoliberal e decisões éticas na etnografia: algumas reflexões

Neves¹,

Holligan²,

Deuchar³

2018

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Hypothetical, speculative ethical concerns are no match for real situations. As such, this paper argues that there is an unsurpassable gap between planned, prescriptive ethics and real-time, relational, ethnographic decision making. The enforcement of procedural ethics may actually prevent the development of ethnographic work. Also, we critically assess procedural ethics as being not really about ethics, but rather about the risk management embedded in contemporary academia. We organize ethical issues in three political vectors (the ethnographer him/herself, the relationships with the people in the field, and the ethnographic texts), and then offer suggestions for a humanistic research ethics that involves reclaiming the researchers' ethical power, enlarging the notion of what is ethical, and accepting that there is a darker side to ethnography. The account offered here is based on the ethnographic experience of Portuguese and Scotland-based researchers.KEYWORDS: ethnography, critical ethnography, ethics, IRB and academic freedoms.Monitorização neoliberal e decisões éticas na etnografia: algumas reflexões Na ética, preocupações hipotéticas e especulativas não correspondem a situações reais. Existe um hiato insuperável entre uma ética processual e prescritiva e os processos de tomada de decisão etnográficos, relacionais e necessariamente em tempo real. A aplicação de uma ética processual pode chegar a impedir o desenvolvimento de trabalho etnográfico. Uma avaliação crítica da ética processual revela que o seu objeto não é realmente a ética, mas sim a gestão de riscos tal como tem sido incorporada na academia contemporânea. Organizamos as questões éticas em três vetores políticos (o/a etnógrafo/a, as relações com as pessoas no terreno e os textos etnográ-ficos) e avançamos propostas para uma ética humanista de investigação, que passa pela recuperação do poder ético dos pesquisadores, por ampliar a noção do que é ético e por aceitar que a etnografia tem um lado mais sombrio. O relato aqui apresentado baseia-se na experiência etnográfica de investigadores portugueses e escoceses. PALAVRAS-CHAVE: etnografia, etnografia crítica, ética, comités de ética e liberdades académicas.NEVES, Tiago

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“…univerzita beze zdí, korporátní kultura, akademický kapitalismus a nový manažerialismus, k popisu a analýze určujících prvků "neoliberální univerzity". Ve vztahu k feministické pedagogice, jíž se tu zabývám, se ukazuje jako velmi relevantní aspekt i tělesná a emoční újma, kterou trpí jak vyučující, tak studující (Berg, Huijbens, Larsen 2016;Gill 2010), přičemž nejvíce výzkumného zájmu bylo věnováno nárůstu úzkosti. Feministickou pedagogiku chápu jako druh politické činnosti, která zdůrazňuje a pěstuje vztahy v rámci učebny i mimo ni, přičemž zpochybňuje společenský status quo se zvláštním důrazem na genderované fungování moci.…”

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Obchodování s odlišností: dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky

Nyklová

¹

2017

GV/GR

0

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Abstract:This article looks at the effects the neoliberal university has on feminist pedagogy when it is practised in a programme that stresses geopolitical differences. The material for the study comes from my experience as a teacher of a gender studies class for a US study abroad programme based in Prague, Czech Republic. The richly researched paradoxes of doing feminist pedagogy in the neoliberal university assume fi rm contours when the geopolitical location of both those 'teaching' and those 'taught' becomes the focus and indeed the 'commodity' to be sold. In my article, I focus on my situation as a teacher in an increasingly precarious educational environment in the Czech Republic, exacerbated by the specifi c framing of the US-based programme and its economic-moral rationality. I refl ect on the ethical discontents inadvertently produced by the teaching experience and related commodifi cation of 'difference'. I argue that the geopolitical context of that commodifi cation is crucial for understanding the local forms and impact of the neoliberal university. The contested standing of gender studies in the Czech Republic, which has been shown to stem in part from the post-1989 developments, intersects with the reform of the Czech science system. By exploring how this setting affects the micro-level of class dynamics and lesson content I show that there is a need to study the repercussions of the neoliberal university as geopolitically located.Keywords: transnational feminist teaching, commodifi cation of education, feminist pedagogy, neoliberal university Nyklová, Blanka. 2017. "Obchodování s odlišností: dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky." Gender a výzkum /

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Producing anxiety in the neoliberal university

Cited by 239 publications

References 26 publications

Marketing Difference: Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

Marketing Difference: Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

Monitorização neoliberal e decisões éticas na etnografia: algumas reflexões

Obchodování s odlišností: dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky

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