Teacher educators under surveillance at a religious university

Harris, Genevieve

doi:10.1080/13540602.2011.602208

Cited by 6 publications

(3 citation statements)

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“…An additional issue explored here corresponds to the observation of the impact of new technologies on the academic culture and the relationship between academics and students (CUESTA et al, 2016;YANG, 2015;REES, 2016). Similarly, organizational reform processes in the sector's institutions have also been analyzed and how face resistance from the academic culture of their members in the U.S. (BERTRAM GALLANT, 2007;EDDY;HART, 2012;HARRIS, 2011;KEZAR, BERTRAM GALLANT;LESTER, 2011), Australia (HARMAN, 2002), New Zealand (CHILVERS et al, 2018SIMSEK, 2005), Spain (ÁLVAREZ ROJO et al, 2008;BASIR et al, 2017) and Lebanon (RISK et al, 2012), hindering organizational change and escalating conflicts with their academics.…”

Section: Mendoza (2008)mentioning

confidence: 99%

“…and Desrochers (2004);Bystydzienski (2017);Shin and Lee (2015);Mustafa et al (2018);Cuesta et al (2016);Yang (2015);Xu and Rees (2016); BertramGallant (2007);Kezar, Bertram Gallant;Lester (2011);Eddy;Hart (2012);Harris (2011);Harman (2002);Chilvers et al (2018);Gizir and Simsek (2005); ÁlvarezRojo et al (2008);Basir et al (2017);Risk et al (2012);Landoni (2008);Albornoz and Jiménez (2008); CalderónHernández and Jiménez Zapata (2018); GómezSilva and Da Silva Bezerra (2018); Dorantes and Aguilar (2019);Araújo (2019);Carli (2013) Source: Authors' elaboration.…”

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confidence: 99%

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What do we know about academic culture? A review of the concept in the field of higher education studies

2022

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Academic culture has a long tradition in higher education studies; nevertheless, only a few studies on this concept are available. This article aims to review the use of the concept of academic culture in higher education literature based on a bibliographic review, supported by bibliometric techniques, of studies on this topic in the last twenty years, paying special attention to state of the art in the Latin American context. The results show a growing use of the concept, which has not been yet linked to a clear definition that could conduce to the consolidation of a field of study of the cultural dimension of the sector. Specifically, there are four lines of research on academic culture: the impact of changes in the political economy on the traditional values of higher education institutions, the challenges of international exchange of students and academics, the recognition of implicit biases in the dominant academic culture, and the relationship between tacit regulations and organizational reform processes. This article also addresses how the fundamentally atheoretical character of academic culture studies mirrors the state of research in higher education, particularly in the Latin American context.

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Section: Mendoza (2008)mentioning

confidence: 99%

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confidence: 99%

What do we know about academic culture? A review of the concept in the field of higher education studies

2022

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“…The overlap of identity with social justice and education policies further problematizes the achievement of TEs' professional agency. On one hand, although their professional identity is grounded on the recognition that they are agents of choice within their professional communities, the structural conditions of their transformation-resistant institutions contradict their efforts for culturally sensitive and inclusive pedagogy (Harris, 2011). On the other, they still achieve agency when making choices to craft their identities, despite the pressures of managerial imperatives forcing them to be passive implementers of top-down driven change (Hökkä et al, 2012;Hökkä & Eteläpelto, 2014;Hökkä, & Vähäsantanen, 2014).…”

Section: Figure 2 Thematic Representationmentioning

confidence: 99%

Vol 10 No 2 (2020)

Smeby¹

2020

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Reflecting on Bourdieu's theory of symbolic power, the aim of our study was to determine the degree to which prestige ranking follows a logic of social recognition that transcends health professional group boundaries. Based on a previous cross-sectional survey, in which 605 health professionals ranked 19 diseases and 17 specialties, this paper draws on data from 25 in-depth interviews with nurses, doctors and nursing/medical students with the objective to understand to what degree each of the four groups dissociates themselves from the prestige ranking demonstrated in the survey. We found that all four groups have similar perceptions of prestige. However, while doctors and nurses defend the hierarchy of specialisations in medicine, medical students and nursing students to a greater degree challenge the status quo. This has no real impact, as their dissenting opinions are articulated from positions defined by their rank in the distribution of capital. Therefore, these positions cannot significantly threaten the stability of the healthcare field.

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