Pub Date : 2022-10-20DOI: 10.1080/17508487.2022.2135552
J. Blackmore, Rebecca W. B. Lund
and Education, Deakin University, Australia, a Fellow of the Australian Academy of Social Sciences and Vice-President of the Australian Association of University Professors. She researches from a feminist perspective education policy and governance; international and intercultural education; leadership and organisational change; spatial redesign and innovative pedagogies; and teachers’ and aca-demics’ work, health and wellbeing. Recent projects are School autonomy reform and International students’ mobility, identity, belonging and connectedness , the Geopolitics of transnational student mobility . Her latest publication is Disrupting Leadership in the Entrepreneurial University: Disengagement and Diversity (2022, Bloomsbury).
{"title":"Academic citizenship, collegiality and good university governance: a dedication to Associate Professor Julie Rowlands (1964–2021)","authors":"J. Blackmore, Rebecca W. B. Lund","doi":"10.1080/17508487.2022.2135552","DOIUrl":"https://doi.org/10.1080/17508487.2022.2135552","url":null,"abstract":"and Education, Deakin University, Australia, a Fellow of the Australian Academy of Social Sciences and Vice-President of the Australian Association of University Professors. She researches from a feminist perspective education policy and governance; international and intercultural education; leadership and organisational change; spatial redesign and innovative pedagogies; and teachers’ and aca-demics’ work, health and wellbeing. Recent projects are School autonomy reform and International students’ mobility, identity, belonging and connectedness , the Geopolitics of transnational student mobility . Her latest publication is Disrupting Leadership in the Entrepreneurial University: Disengagement and Diversity (2022, Bloomsbury).","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"549 - 555"},"PeriodicalIF":3.9,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41922630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1080/17508487.2022.2136226
Rebecca W. B. Lund, J. Blackmore, J. Rowlands
{"title":"Epistemic governance of diverse research practices and knowledge production: an introduction","authors":"Rebecca W. B. Lund, J. Blackmore, J. Rowlands","doi":"10.1080/17508487.2022.2136226","DOIUrl":"https://doi.org/10.1080/17508487.2022.2136226","url":null,"abstract":"","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"535 - 548"},"PeriodicalIF":3.9,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46076921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-12DOI: 10.1080/17508487.2022.2132414
S. Riddle, A. Hickey
ABSTRACT This paper critically examines articulations of relationality present in education policy texts that shape particular discursive representations of relationality between students, teachers and curriculum. The policy texts of Australian state and territory education departments are considered as a set of discursive statements to illustrate how concepts such as relationality are deployed in policy as floating signifiers. Without deep contextualisation, concepts like relationality are instead potentially co-opted and corrupted. We contend that through its uptake, relationality has become a handy catch-all in educational policy discourses, while remaining a sliding signifier, free from a more productive affective potentiality. Instead, we argue that relationality should be centred in education policymaking as part of a commitment to recentre teaching and learning at the heart of schooling through a more authentic, dialogic relational pedagogy.
{"title":"Reclaiming relationality in education policy: towards a more authentic relational pedagogy","authors":"S. Riddle, A. Hickey","doi":"10.1080/17508487.2022.2132414","DOIUrl":"https://doi.org/10.1080/17508487.2022.2132414","url":null,"abstract":"ABSTRACT This paper critically examines articulations of relationality present in education policy texts that shape particular discursive representations of relationality between students, teachers and curriculum. The policy texts of Australian state and territory education departments are considered as a set of discursive statements to illustrate how concepts such as relationality are deployed in policy as floating signifiers. Without deep contextualisation, concepts like relationality are instead potentially co-opted and corrupted. We contend that through its uptake, relationality has become a handy catch-all in educational policy discourses, while remaining a sliding signifier, free from a more productive affective potentiality. Instead, we argue that relationality should be centred in education policymaking as part of a commitment to recentre teaching and learning at the heart of schooling through a more authentic, dialogic relational pedagogy.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"267 - 282"},"PeriodicalIF":3.9,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47348301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-05DOI: 10.1080/17508487.2022.2083647
C. Street, K. Robertson, J. Smith, J. Guenther, S. Larkin, S. Motlap, W. Ludwig, T. Woodroffe, K. Gillan, R. Ober, V. Shannon, E. Maypilama
ABSTRACT Policy analysis can be useful for learning about ‘what works’ in policy. Contemporary policy studies literature highlight that such learning is influenced by power relations in government that shape our ways of knowing the world. This paper offers a critically reflexive narrative account of power relations present during Indigenous higher education policy analysis research conducted in the Northern Territory (NT), Australia to shed light on how to effectively negotiate policy analysis. We reflect on tensions that arose by applying Nakata’s concept of the ‘cultural interface’, which accounts for the complexity of meaning making across diverse knowledge spaces. Narratives from an Indigenous Project Reference Group member are included to provide a perspective on these tensions from an Indigenous standpoint. The paper concludes by describing enabling conditions and strategies that were necessary for effective policy analysis, and considers implications for Indigenous higher education policy analysis in the NT.
{"title":"Negotiating Indigenous higher education policy analysis at the cultural interface in the Northern Territory, Australia","authors":"C. Street, K. Robertson, J. Smith, J. Guenther, S. Larkin, S. Motlap, W. Ludwig, T. Woodroffe, K. Gillan, R. Ober, V. Shannon, E. Maypilama","doi":"10.1080/17508487.2022.2083647","DOIUrl":"https://doi.org/10.1080/17508487.2022.2083647","url":null,"abstract":"ABSTRACT Policy analysis can be useful for learning about ‘what works’ in policy. Contemporary policy studies literature highlight that such learning is influenced by power relations in government that shape our ways of knowing the world. This paper offers a critically reflexive narrative account of power relations present during Indigenous higher education policy analysis research conducted in the Northern Territory (NT), Australia to shed light on how to effectively negotiate policy analysis. We reflect on tensions that arose by applying Nakata’s concept of the ‘cultural interface’, which accounts for the complexity of meaning making across diverse knowledge spaces. Narratives from an Indigenous Project Reference Group member are included to provide a perspective on these tensions from an Indigenous standpoint. The paper concludes by describing enabling conditions and strategies that were necessary for effective policy analysis, and considers implications for Indigenous higher education policy analysis in the NT.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"250 - 266"},"PeriodicalIF":3.9,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43998441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/17508487.2022.2081587
Ben Williamson, Janja Komljenovic
ABSTRACT Educational technology is the focus of increasing financial investment. In this article, we examine how edtech investors imagine and invest in the future of higher education through an empirical case study of a UK investing company. Utilising concepts and methods from economic sociology, we analyse how investment companies engage in techno-financial ‘futuring’ practices. We identify two kinds of futuring practices. First, investors’ imaginary practices produce qualitative ‘fictional expectations’ about the future of education, supported by quantitative financial valuation practices that predict the monetary returns on investment available from funding edtech. Second, we analyse the specific investment-supporting operations of edtech investors, highlighting how imagined futures of education are funded into existence (or not) as investors select and support edtech products or services. In these ways, imaginaries of the future may be materialised in educational institutions through financial investments in specific edtech products. We particularly trace how investment imaginaries and operations shift from edtech markets as selling commodities to edtech industry controlling digital products and resources as assets. Therefore, the two identified complementary futuring practices function as processes of ‘assetisation’, aimed at turning educational services and resources into digital assets with calculable future value for edtech investors.
{"title":"Investing in imagined digital futures: the techno-financial ‘futuring’ of edtech investors in higher education","authors":"Ben Williamson, Janja Komljenovic","doi":"10.1080/17508487.2022.2081587","DOIUrl":"https://doi.org/10.1080/17508487.2022.2081587","url":null,"abstract":"ABSTRACT Educational technology is the focus of increasing financial investment. In this article, we examine how edtech investors imagine and invest in the future of higher education through an empirical case study of a UK investing company. Utilising concepts and methods from economic sociology, we analyse how investment companies engage in techno-financial ‘futuring’ practices. We identify two kinds of futuring practices. First, investors’ imaginary practices produce qualitative ‘fictional expectations’ about the future of education, supported by quantitative financial valuation practices that predict the monetary returns on investment available from funding edtech. Second, we analyse the specific investment-supporting operations of edtech investors, highlighting how imagined futures of education are funded into existence (or not) as investors select and support edtech products or services. In these ways, imaginaries of the future may be materialised in educational institutions through financial investments in specific edtech products. We particularly trace how investment imaginaries and operations shift from edtech markets as selling commodities to edtech industry controlling digital products and resources as assets. Therefore, the two identified complementary futuring practices function as processes of ‘assetisation’, aimed at turning educational services and resources into digital assets with calculable future value for edtech investors.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"234 - 249"},"PeriodicalIF":3.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47497856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.1080/17508487.2022.2074489
N. Lugosi, Nicole Patrie, Kris Cromwell
ABSTRACT This article is inspired by long-standing calls to address issues of anti-Indigenous racism and colonialism within higher education. There is a growing trend among universities around the globe to commit to principles of equity, diversity, and inclusion (EDI), including discussions about how to Indigenize the academy. While EDI and Indigenization goals are laudable, they are often critiqued as superficial policies that fail to disrupt the status quo of everyday racism and colonialism embedded within academic institutions. In response, we contend that scholars must carefully think through the concept of Indigenization guided by critical Indigenous theories to ensure meaningful application over performative inaction. Critical Indigenous theory grounds our analysis and reflections of using Wikipedia in the higher education classroom. We illustrate how Wikipedia can be used in the classroom as a site of digital advocacy to foster meaningful and sustainable change that aligns with the tenets of critical Indigenous theories, such as Indigenous storywork, resisting damage, and resurgence-based decolonial Indigenization. Our contribution showcases how implementing Wikipedia is one pedagogical strategy that can be implemented to challenge the status quo of knowledge production within and beyond academia.
{"title":"Theorizing and implementing meaningful Indigenization: Wikipedia as an opportunity for course-based digital advocacy","authors":"N. Lugosi, Nicole Patrie, Kris Cromwell","doi":"10.1080/17508487.2022.2074489","DOIUrl":"https://doi.org/10.1080/17508487.2022.2074489","url":null,"abstract":"ABSTRACT This article is inspired by long-standing calls to address issues of anti-Indigenous racism and colonialism within higher education. There is a growing trend among universities around the globe to commit to principles of equity, diversity, and inclusion (EDI), including discussions about how to Indigenize the academy. While EDI and Indigenization goals are laudable, they are often critiqued as superficial policies that fail to disrupt the status quo of everyday racism and colonialism embedded within academic institutions. In response, we contend that scholars must carefully think through the concept of Indigenization guided by critical Indigenous theories to ensure meaningful application over performative inaction. Critical Indigenous theory grounds our analysis and reflections of using Wikipedia in the higher education classroom. We illustrate how Wikipedia can be used in the classroom as a site of digital advocacy to foster meaningful and sustainable change that aligns with the tenets of critical Indigenous theories, such as Indigenous storywork, resisting damage, and resurgence-based decolonial Indigenization. Our contribution showcases how implementing Wikipedia is one pedagogical strategy that can be implemented to challenge the status quo of knowledge production within and beyond academia.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"201 - 217"},"PeriodicalIF":3.9,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49489002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1080/17508487.2022.2052736
Mary L. Scherer
ABSTRACT Research suggests that class-privileged students value learning for its own sake and study the liberal arts, while working-class students believe college is a means to an end. However, recent studies indicate that these associations are weakening. This paper investigates the link between class background, college values, and curricular choices, specifically course selection. In interviews with 68 working- and upper-middle-class liberal arts majors at two public universities in the northeastern U.S., nearly all students endorsed liberal education values (the belief that higher education is for personal edification) which they claimed to value above labor market outcomes. Working-class students chose courses in accordance with those values; however, upper-middle-class students chose courses for perceived career relevance or those rumored to be an ‘easy A’. Although it appears that college logics have flipped, I argue that they remain rooted in social class. I then consider implications for social reproduction: while working-class students’ adoption of traditional HE values and practices suggests some leveling of the playing field, it means little if privileged students have moved the goalposts to maintain advantage. I apply Sigal Alon’s theory of effectively expanded inequality, whereby the privileged classes adapt to increased access and competition by deploying new strategies to secure their class position.
{"title":"Privileged careerists, working-class idealists: complicating the relationship of class, college values, and curricular choices","authors":"Mary L. Scherer","doi":"10.1080/17508487.2022.2052736","DOIUrl":"https://doi.org/10.1080/17508487.2022.2052736","url":null,"abstract":"ABSTRACT Research suggests that class-privileged students value learning for its own sake and study the liberal arts, while working-class students believe college is a means to an end. However, recent studies indicate that these associations are weakening. This paper investigates the link between class background, college values, and curricular choices, specifically course selection. In interviews with 68 working- and upper-middle-class liberal arts majors at two public universities in the northeastern U.S., nearly all students endorsed liberal education values (the belief that higher education is for personal edification) which they claimed to value above labor market outcomes. Working-class students chose courses in accordance with those values; however, upper-middle-class students chose courses for perceived career relevance or those rumored to be an ‘easy A’. Although it appears that college logics have flipped, I argue that they remain rooted in social class. I then consider implications for social reproduction: while working-class students’ adoption of traditional HE values and practices suggests some leveling of the playing field, it means little if privileged students have moved the goalposts to maintain advantage. I apply Sigal Alon’s theory of effectively expanded inequality, whereby the privileged classes adapt to increased access and competition by deploying new strategies to secure their class position.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"184 - 199"},"PeriodicalIF":3.9,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47124784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-24DOI: 10.1080/17508487.2022.2055595
D. Mulcahy, M. Martinussen
ABSTRACT This article explores the role of affect in addressing the advantage conventionally accorded to high socio-economic status (SES) in higher education (HE) and how this advantage plays out for students from low SES backgrounds. Positioned as the ‘other’ to an assumed norm, the capacities of these students can be considered the ‘wrong’ capacities, such that privilege prevails. Drawing on interview data from a project undertaken in Australia with female postgraduate students from low SES backgrounds, we bring a pluralised affective capacities approach to bear. We argue that thinking class (dis)advantage with affect has considerable political potential. Affect emerges as a key site through which the normative and transformative capacities of the classed subject emerge. Attuning to affective dissonance, responsivity and capacities, we challenge the advantage afforded high socio-economic status in HE. We demonstrate how a focus on affective relations creates more complex constructions of ‘advantage’ and disrupts deficit framings – shifts the normative class positions on which HE relies and does so affirmatively.
{"title":"Affecting advantage: class relations in contemporary higher education","authors":"D. Mulcahy, M. Martinussen","doi":"10.1080/17508487.2022.2055595","DOIUrl":"https://doi.org/10.1080/17508487.2022.2055595","url":null,"abstract":"ABSTRACT This article explores the role of affect in addressing the advantage conventionally accorded to high socio-economic status (SES) in higher education (HE) and how this advantage plays out for students from low SES backgrounds. Positioned as the ‘other’ to an assumed norm, the capacities of these students can be considered the ‘wrong’ capacities, such that privilege prevails. Drawing on interview data from a project undertaken in Australia with female postgraduate students from low SES backgrounds, we bring a pluralised affective capacities approach to bear. We argue that thinking class (dis)advantage with affect has considerable political potential. Affect emerges as a key site through which the normative and transformative capacities of the classed subject emerge. Attuning to affective dissonance, responsivity and capacities, we challenge the advantage afforded high socio-economic status in HE. We demonstrate how a focus on affective relations creates more complex constructions of ‘advantage’ and disrupts deficit framings – shifts the normative class positions on which HE relies and does so affirmatively.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"168 - 183"},"PeriodicalIF":3.9,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48469699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/17508487.2019.1650382
J. van Geel
ABSTRACT This paper investigates how Dutch education professionals and Ghanaian migrant youth frame the impact of young people’s geographical mobility on education. The paper is based on a discourse analysis of policy documentation, semi-structured interviews with education professionals and 20 months of multi-sited ethnographic fieldwork with 30 young Ghanaians (ages 16–25). The analyses show that the relationship between mobility and education has historically been problematized in the Netherlands, now permeating negative framings of mobility adopted by Dutch education professionals. Young Ghanaians, however, envision their mobility and education as positively intertwined. The comparison shows that education professionals and young Ghanaians employ frames that conflict because they draw on distinctly different notions of ‘education’ and because dominant framings produce uncompromising narratives, realities, and eventually policies.
{"title":"Conflicting framings: Young Ghanaians’ and Dutch education professionals’ views on the impact of mobility on education","authors":"J. van Geel","doi":"10.1080/17508487.2019.1650382","DOIUrl":"https://doi.org/10.1080/17508487.2019.1650382","url":null,"abstract":"ABSTRACT This paper investigates how Dutch education professionals and Ghanaian migrant youth frame the impact of young people’s geographical mobility on education. The paper is based on a discourse analysis of policy documentation, semi-structured interviews with education professionals and 20 months of multi-sited ethnographic fieldwork with 30 young Ghanaians (ages 16–25). The analyses show that the relationship between mobility and education has historically been problematized in the Netherlands, now permeating negative framings of mobility adopted by Dutch education professionals. Young Ghanaians, however, envision their mobility and education as positively intertwined. The comparison shows that education professionals and young Ghanaians employ frames that conflict because they draw on distinctly different notions of ‘education’ and because dominant framings produce uncompromising narratives, realities, and eventually policies.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"163 - 179"},"PeriodicalIF":3.9,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2019.1650382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60016621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-04DOI: 10.1080/17508487.2022.2037680
H. Aarseth
ABSTRACT This article aims to develop enhanced conceptions of the motivational drives that may be imperilled by their encounter with new forms of governance in higher education. Of particular concern are the motivational drives behind creative scientific pursuits associated with the humanities, and their vulnerability in the face of metrics governance and audit culture. I argue that the notion of the ‘motor’ of desire that underpins much social theories, including the Bourdieusian I draw on here, offers powerful accounts of the desires leveraged by metrics governance. However, they are less suitable for understanding the motivational drives that are curtailed in their encounter with the audit culture. I therefore suggest that an object-relational notion of the motor of the desire, a ‘desire for resonance’, could refine the Bourdieusian practice theory and yield enhanced conceptions of the motivational tensions in the corporate university. I suggest that these conflicts are not primarily concerning agents’ positions in the field and their relative acquisition of prestige and recognition, but rather conflicts among different modes of employing and directing human energies in the academic field and beyond.
{"title":"The implicit epistemology of metric governance. New conceptions of motivational tensions in the corporate university","authors":"H. Aarseth","doi":"10.1080/17508487.2022.2037680","DOIUrl":"https://doi.org/10.1080/17508487.2022.2037680","url":null,"abstract":"ABSTRACT This article aims to develop enhanced conceptions of the motivational drives that may be imperilled by their encounter with new forms of governance in higher education. Of particular concern are the motivational drives behind creative scientific pursuits associated with the humanities, and their vulnerability in the face of metrics governance and audit culture. I argue that the notion of the ‘motor’ of desire that underpins much social theories, including the Bourdieusian I draw on here, offers powerful accounts of the desires leveraged by metrics governance. However, they are less suitable for understanding the motivational drives that are curtailed in their encounter with the audit culture. I therefore suggest that an object-relational notion of the motor of the desire, a ‘desire for resonance’, could refine the Bourdieusian practice theory and yield enhanced conceptions of the motivational tensions in the corporate university. I suggest that these conflicts are not primarily concerning agents’ positions in the field and their relative acquisition of prestige and recognition, but rather conflicts among different modes of employing and directing human energies in the academic field and beyond.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"589 - 605"},"PeriodicalIF":3.9,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42604734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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