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Time and Space in the Neoliberal University

Futures and fractures in higher education

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  • © 2019

Overview

Editors:
  1. Maddie Breeze

    1. School of Education, University of Strathclyde, Glasgow, UK

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  2. Yvette Taylor

    1. School of Education, University of Strathclyde, Glasgow, UK

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    You can also search for this editor in PubMed   Google Scholar

  3. Cristina Costa

    1. Department of Education and Childhood, University of the West of England, Bristol, UK

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  • Analyses how borders and blockages in higher education can be inhabited and reworked
  • Imagines alternative academic futures and how they can be claimed
  • Examines how the higher education sector remains complicit in reproducing entrenched inequalities among both students and staffs

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xxix
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  2. Introduction: Time and Space in the Neoliberal University

    • Maddie Breeze, Yvette Taylor, Cristina Costa
    Pages 1-14

  3. Closed Doors: Academic Collegiality, Isolation, Competition and Resistance in the Contemporary Australian University

    • Briony Lipton
    Pages 15-42

  4. Feminist Pedagogy: Fractures of Recognition in Higher Education

    • Genine Hook
    Pages 43-63

  5. (Dis)Assembling the Neoliberal Academic Subject: When PhD Students Construct Feminist Spaces

    • Elizabeth Ablett, Heather Griffiths, Kate Mahoney
    Pages 65-91

  6. The Imperial/Neoliberal University: What Does It Mean to Be Included?

    • Lou Dear
    Pages 93-117

  7. Black Scottish Writing and the Fiction of Diversity

    • Churnjeet Mahn
    Pages 119-141

  8. In Defence of Safe Spaces: Subaltern Counterpublics and Vulnerable Politics in the Neoliberal University

    • Chris Waugh
    Pages 143-168

  9. Public Sociology and Social Movements: Incorporation or a War of Position?

    • Eurig Scandrett, Elaine Ballantyne
    Pages 169-190

  10. Discourses of Dissonance: Enabling Sites of Praxis and Practice Amongst Arts and Design Doctoral Study

    • Jacqueline Taylor
    Pages 191-220

  11. An Embodied Approach in a Cognitive Discipline

    • Jennifer Leigh
    Pages 221-248

  12. Aesthetic Education and the Phenomenology of Learning

    • Jonathan Owen Clark, Louise H. Jackson
    Pages 249-275

  13. Response-Ability: Re-E-Valuing Shameful Measuring Processes Within the Australian Academy

    • Melissa Joy Wolfe, Eve Mayes
    Pages 277-298

  14. Back Matter

    Pages 299-302
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Keywords

About this book

This book offers new interdisciplinary analyses of borders and blockages in higher education and how they can be inhabited and reworked. Amidst stratified inequalities of race, gender, class and sexuality, across time and space, contributors explore what alternative academic futures can be claimed. While higher education institutions are increasingly concerned with ‘internationalization’, ‘diversity’, and ‘widening access and participation’, the sector remains complicit in reproducing entrenched inequalities of access and outcomes among both students and staff: boundaries of who does and does not belong are continually drawn, enacted, contested and redrawn. In the contemporary neoliberal, entrepreneurial and ‘post’-colonial educational context, contributors critically examine educational futures as these become more uncertain. This wide-ranging collection serves as a call to action for those concerned with the future of higher education, and how alternative futures can be reimagined.

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Editors and Affiliations

  • School of Education, University of Strathclyde, Glasgow, UK

    Maddie Breeze, Yvette Taylor

  • Department of Education and Childhood, University of the West of England, Bristol, UK

    Cristina Costa

About the editors

Maddie Breeze is Chancellor’s Fellow, School of Education, University of Strathclyde, UK. She was previously Lecturer in Public Sociology at Queen Margaret University. In 2016 she was awarded the British Sociological Association Phillip Abrams Memorial Prize for her book Seriousness in Women’s Roller Derby.


Yvette Taylor is Professor of Education, University of Strathclyde, UK. She is Principal Investigator on the Norface funded project 'Comparing Intersectional Life Course Inequalities amongst LGBTQ Citizens in Four European Counties', and is series editor of Palgrave Studies in Gender and Education.


Cristina Costa is Associate Professor Digital Education and Society, University of West of England. She has published on digital scholarship practices, digital literacies and cultures, and curriculum innovation.





Bibliographic Information

  • Book Title: Time and Space in the Neoliberal University

  • Book Subtitle: Futures and fractures in higher education

  • Editors: Maddie Breeze, Yvette Taylor, Cristina Costa

  • DOI: https://doi.org/10.1007/978-3-030-15246-8

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2019

  • Hardcover ISBN: 978-3-030-15245-1Published: 25 June 2019

  • Softcover ISBN: 978-3-030-15248-2Published: 14 August 2020

  • eBook ISBN: 978-3-030-15246-8Published: 13 June 2019

  • Edition Number: 1

  • Number of Pages: XXIX, 302

  • Number of Illustrations: 1 b/w illustrations, 5 illustrations in colour

  • Topics: Sociology of Education, Higher Education, Sociology of Education, Administration, Organization and Leadership

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