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Anne M. Cronin 《Journal of Cultural Economy》2016,9(4):396-409
Drawing on empirical data, this article identifies the emergence of the ‘PR University’ as an assemblage. Using a case study of university press officers’ work, I analyse how this form of media relations PR stages competition between UK universities through the media. A key form of this competition centres on the accumulation and circulation of what I term ‘reputational capital’. I focus on one core element of reputational capital – media stories about HE research and the circulation of research metrics. I argue that the assemblage of the public relations (PR) University pulls the HE sector into dialogue with PR principles and practices in the context of recent shifts towards market rationalities. But this relationship is not a simple cause and effect model in which increasing HE ‘marketisation’ creates a boom in universities’ PR practices, or intensifying investment in PR by universities merely amplifies or legitimises existing market tendencies in the sector. I argue that the PR University as assemblage starts generating its own logics around which actors in the field must orient themselves. More broadly, the PR University operates not only to promote an individual university’s market position, but also acts upon public debates about the social role, legitimacy and financing of UK Higher Education. 相似文献
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Education policy in an era of neoliberal urbanisation: a case study of Istanbul’s school relocations
This article examines an effort to spatially re-organise urban public schools in the largest city in Turkey. Recently, the Turkish government has made an effort to relocate inner-city public schools in Istanbul to less desirable parts of the city. Analysing how education policy in the country is tied to wider political mechanisms and considering the results of the studies carried out in various parts of the world, this article argues that the interaction between education and urban life in Turkey displays unique characteristics in terms of the populations implicated in the policy change and the spaces transformed as a result. Two salient characteristics are the involvement of the secular middle class and the perception by them that school relocations entail de-secularisation of the city and the education system. The article argues that these characteristics should be conceptualised in the context of particular conjunctures of forces driven by different contradictions. 相似文献
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‘Twice exceptionality’ describes the coexistence of a learning difficulty or disability (SEN/D) and exceptional performance in one area of learning. A popular discourse around autism and savantism in the United States promotes a hierarchical differentiation of the ‘twice exceptional’ based on measured intelligence and commodifies support for this group. Such support is designed to appeal to a neoliberal ethos of seeking competitive advantage in a marketised system. Alternatively, special educational needs co-ordinators (SENCOs) could raise awareness and promote a non-hierarchical understanding of ‘twice exceptionality’ in schools, thereby highlighting what is missed when allegedly science-based discourses become hegemonic within education and when governmentally mandated accountability practices are prioritised over professional judgement and the interests of individual students. Calls for ‘twice exceptionality’ to be recognised as a SEN/D category risk additional pressures on SENCOs at a time when governmental demands on SENCOs throughout the COVID-19 pandemic have served to heighten existing tensions associated with the neoliberalisation of education (commercialisation, commodification, decentralisation, and residualisation). Nevertheless, SENCOs could play a key role in addressing longer-term processes affecting children with dis/abilities and learning difficulties such as stigmatisation and, in this instance, discriminatory configurations of ‘giftedness’. 相似文献
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Elizabeth J. Done Mike Murphy 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):142-155
This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore the ways in which teachers are ‘responsibilised’ into negotiating and fulfilling demands related to both state-imposed accountability practices and social justice agendas. The economic context and associated ‘politics of austerity’ are taken into account in a critical exploration of how the (biopolitical) management of inclusion in the neoliberal present coincides with diminishing funding for social and educational expertise, with ever-increasing responsibilities being placed on teachers to fill this void. The responsibilisation of teachers in recent legislation and statutory guidance discursively constructs the teacher as a professional who takes responsibility for student and school performance, pastoral care, inclusion and social change. Responsibilisation relies on ‘dividing practices’, obliging some teachers to assess the conformity of colleagues to inclusion policy. 相似文献
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The neoliberal reframing of universities as economic engines and the growing emphasis on ‘third stream’ commercial activities are global phenomena albeit with significant local variations. This article uses the concept of ‘ownership’ to examine how these processes are impacting on institutional self-understandings and academic–management relations. Drawing on ethnographic research from New Zealand, including recent disputes between academics and management, we ask, ‘who owns the modern university’? In conclusion, we show how debates over ownership provide a lens for examining wider tensions around institutional autonomy and academic freedom. 相似文献
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ABSTRACTUniversities are necessarily implicated in processes of globalisation and neoliberalisation. But this also finds an expression in the ways that they operate in the cities in which they are located. They are always located in place, but the question remains whether they can be understood to be of the places in which they find themselves, capable of contributing to their development as learning cities. That is the question explored in this paper, with the help of evidence drawn from a research project in the United Kingdom which examined the regional role of four contrasting universities in four different urban locations. The paper highlights the importance of understanding the complexity of the relationships between universities and their cities—universities negotiate their roles within particular urban settings, and they do so in instrumental ways, reflecting their own distinctive institutional priorities. 相似文献
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Vik Loveday 《Journal of Cultural Economy》2018,11(2):154-166
Based on empirical research conducted with academic staff working on fixed-term contracts, the article explores the subjective experience of anxiety in the UK’s ‘neoliberalising’ higher education (HE) sector. As HE undergoes a process of marketisation, and the teaching and research activities of academics are increasingly measured and scrutinised, the contemporary academy appears to be suffused with anxiety. Coupled with pressures facing all staff, 34% of academic employees are currently working on a fixed-term contract and so must contend with the multiple forms of uncertainty associated with their so-called ‘casualised’ positions. While anxiety is often perceived as an individualised affliction for which employees are encouraged to take personal responsibility, the article argues that it should be conceptualised in two ways: firstly, as a symptom of wider processes at work in the neoliberalising sector; and secondly, as a ‘tactic’ of what Isin [(2004). The neurotic citizen. Citizenship Studies, 8 (3), 217–235] refers to as ‘neuroliberal’ governance. The article concludes by proposing that the figure of the ‘neurotic academic’ is emblematic of the contradictions facing the contemporary academy. 相似文献
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The ascendency of neoliberal ideas in education and social policy in the 1980s and 1990s was succeeded in the new millennium by a ‘new’ social democratic commitment with emphases on community empowerment, building social capital and a ‘whole of government’ approach to partnering with civil society to meet community needs. In Australia, this approach has resulted in the development of partnerships between schools and community organisations formed as part of a targeted, holistic approach to service delivery to meet the settlement and educational needs of refugee youth. Drawing on interviews conducted with community workers and government officers involved in the school–community partnerships, we document how these partnerships are working ‘on the ground’ in Queensland schools. We analyse our findings against the international literature on changing notions of neoliberal governance, and discuss the implications of the shift to the ‘partnering state’ for schools and community organisations working with refugee young people. 相似文献
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Emmeline Taylor 《教育政策杂志》2018,33(3):383-397
Anxieties relating to the health, safety and security of schoolchildren have been met with a variety of surveillance apparatus in schools internationally. Drawing on findings from a content analysis of newspaper reports relating to drug testing in Australian schools, this article seeks to excavate the ways in which the media shapes, informs, reflects and instructs narratives pertaining to the use and acceptability of surveillance. Finding that a ‘greater good’ discourse prevails in debates about drug testing in schools, contrary to evidence purporting its ineffectiveness, it is argued that the phenomenon can be explained by the rapidly emerging surveillance school economy whereby education is increasingly exposed to neoliberal corporate priorities and governmental imperatives. Further, finding that policy transfer goes some way to explaining the suggested introduction of random drug testing programs in Australian schools, the article provides critical analysis to understand how surveillance practices come to be activated, understood and negotiated as they cross national boundaries. 相似文献
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