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Storying Pedagogy as Critical Praxis in the Neoliberal University

Encounters and Disruptions

  • Book
  • © 2023

Overview

Editors:
  1. Mark Vicars

    1. Victoria University, Melbourne, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Ligia Pelosi

    1. Victoria University, Melbourne, Australia

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Examines how teacher identities in Higher Education classrooms are shaped by neoliberal discourses and practices
  • Draws on dissident narratives informed by daily involvement in classroom life
  • Presents quotidian narratives that account for the multiplicity of ways in which educators juggle complexity

Part of the book series: Rethinking Higher Education (RHE)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xv
    Download chapter PDF

  2. Doing It on Your Own Terms: Narrating Time and Place in the Neoliberal University

    • Mark Vicars, Greg Aronson
    Pages 1-13

  3. Personal Troubles, Public Concerns: A Story from a Neoliberal Academy

    • Pat Sikes
    Pages 15-27

  4. Shaping the Narratives—Indigenous Knowledges Through Storying

    • Leanne Holt, Joe Perry
    Pages 29-47

  5. Solitary Suffering: ‘Imagined’ Hierarchies in the New Ethos of a Neoliberal University

    • Naoko Araki
    Pages 49-59

  6. The Posthuman University: A Sign of Our Times

    • Gabriele Griffin
    Pages 61-75

  7. Who’s Zoomin’ Who? A Slightly Farcical Take on the Rush to Online Learning in the Managerial Academic Era

    • Kip Jones, Mark Vicars
    Pages 77-84

  8. Higher Education Under the Siege of Neoliberalism

    • Pierre Orelus
    Pages 85-97

  9. I Paid for This, So Now Give It to Me: University as Retailer, Knowledge as Product, Student as Customer

    • Ligia Pelosi
    Pages 99-113

  10. The Interplay of Neoliberalism and Buddhism in Thai Academic Life

    • Nuntiya Doungphummes, Sirintorn Bhibulbhanuvat, Theeraphong Boonrugsa
    Pages 115-128

  11. Political Agency in the Era of Precision Education Governance in Higher Education

    • Kristiina Brunila
    Pages 129-141

  12. Storying the Journey of an Academic Using Freirean Philosophy to Explore History, Race, Gender, and Class in a Globalised World

    • Ann Cheryl Armstrong
    Pages 143-157

  13. “Critical Storytelling” as an Endowed Teacher Educator

    • Nicholas D. Hartlep
    Pages 159-168

  14. Beyond the Backlash: Autotheory as Resistance to Neoliberalism

    • Roz Ward
    Pages 169-180

  15. “Self-Ishly” Enacting Social Justice: Self-Care as Political Warfare in the Neoliberal Academy

    • Tricia M. Kress
    Pages 181-191
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Keywords

About this book

This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice.


The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.

Editors and Affiliations

  • Victoria University, Melbourne, Australia

    Mark Vicars, Ligia Pelosi

About the editors

Mark Vicars is Associate Professor at the College of Arts & Education at Victoria University, Melbourne. Mark’s research interests interrogate the discourses and pedagogies of social and educational inclusion in and across international educational systems. Following 24 years of working in education in several countries, with 15 of those in higher education, Mark has extensive international, multi-sector experience. He is highly experienced in developing international strategy on teaching and learning in Australia, Asia and the UK, generating international opportunities for collaborative partnerships focused on the teaching/research nexus. He has developed research affiliations and education partnerships internationally.


Ligia Pelosi is Senior Lecturer at the College of Arts & Education at Victoria University and has worked in education for over 20 years, with 11 of those spent in higher education. Ligia’s research focuses on Arts-based and narrative methodologies. Ligia's interests in education center on literacy, creativity and narrative research methodologies. Underpinning Ligia’s research are the principles of social justice in education, and she is currently Chief Investigator at National Exceptional Teachers for Disadvantaged Schools (NETDS).


Bibliographic Information

  • Book Title: Storying Pedagogy as Critical Praxis in the Neoliberal University

  • Book Subtitle: Encounters and Disruptions

  • Editors: Mark Vicars, Ligia Pelosi

  • Series Title: Rethinking Higher Education

  • DOI: https://doi.org/10.1007/978-981-99-4246-6

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2023

  • Hardcover ISBN: 978-981-99-4245-9Published: 31 August 2023

  • Softcover ISBN: 978-981-99-4248-0Due: 01 October 2023

  • eBook ISBN: 978-981-99-4246-6Published: 30 August 2023

  • Series ISSN: 2662-1479

  • Series E-ISSN: 2662-1487

  • Edition Number: 1

  • Number of Pages: XV, 191

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

  • Topics: Higher Education, Educational Policy and Politics, Sociology of Education, Sociology of Education, Educational Philosophy

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