Intellectual endogamy in the university

The neoliberal regulation of academic work

in Learning and Teaching
Author:
Ana Luisa Muñoz-García State University of New York at Buffalo; Pontifical Catholic University of Chile aumunoz@uc.cl

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DOI:
https://doi.org/10.3167/latiss.2019.120203
Keywords:
academia; academic mobility; knowledge; neoliberalism; research policy
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Abstract

This article aims to analyse the multiple ways in which the neoliberal regulation of knowledge is negotiated by returning Chilean scholars. The data gathered suggest the construction of knowledge is highly regulated by a principle of intellectual endogamy. Intellectual endogamy is characterised by conservatism, reflected in a lack of diversity in research themes and problems and maintained by a peer-review system that controls scholars’ access to research funds. However, it is also characterised by instrumentalism, which is reflected in the requirements for obtaining research funds, such as publications in indexed journals and discourses of efficiency and productivity. Both facets engender a neoliberal regulation of academic work. This research encourages an expansion of the conversation about how academic mobility affects knowledge construction.

Contributor Notes

Ana Luisa Muñoz-García is a Doctor in Educational Culture, Policy and Society from the State University of New York at Buffalo. She is Assistant Professor in the Faculty of Education at the Pontifical Catholic University of Chile. Her focus has been educational research and construction of knowledge in academia within the framework of internationalisation policies. Email: aumunoz@uc.cl

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Learning and Teaching

The International Journal of Higher Education in the Social Sciences

Cover Learning and Teaching
Article Category:
Research Article
Page Count:
20
Keywords:
academia; academic mobility; knowledge; neoliberalism; research policy
Print Publication Date:
01 Jun 2019
Online Publication Date:
01 Jun 2019
Copyright:
© Berghahn Books 2019

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