Neoliberal policies in teacher education marginalise faculty voice, narrow conceptions of teaching and learning and redefine how we know ourselves, our students and our work. Pressured within audit culture and the constant surveillance of accountability regimes to participate in practices that dehumanise, silence and de-form education, teacher educators are caught between compliance and complicity or the potential and risks of resistance. Written from my lived experience within the neoliberal regime of teacher education, this article examines the vulnerabilities, fears and risks that shape our choices, as well as the possibilities for ethical, answerable action.
Drawing upon ethnographic data, this article investigates the effects of a new online campus management system in one of the largest universities in Germany. It shows the various ways in which this technological innovation influenced students', teachers' and administrative personnel's relations and everyday working practices and how it is influential in the reorganisation of university structures. The online management system is regarded as an important part of an emerging infrastructure of excellence, which materialises the changing understanding of qualitative studies and teaching. Findings show that the online management supports standardised and economised study, teaching and administrative practices and silences creativity and flexibility. However, these standardisations are negotiated and questioned by the actors involved.
Constructing and practising student engagement in changing institutional cultures
Lisa Garforth and Anselma Gallinat
engagement came to prominence in the context of shifts in higher education often referred to as academic capitalism ( Slaughter and Leslie 1997 ), new public management ( Bleiklie 1998 ; Clarke 2010 ) and audit culture ( Shore and Wright 2015a , 2015b
Susan Wright and Penny Welch
. ( 2000 ) ‘ Coercive accountability: The rise of audit culture in higher education ’, in M. Strathern (ed.) Audit Cultures: Anthropological Studies in Accountability, Ethics and the Academy , London : Routledge , 57 – 89 . Trahar , S. (ed
Anthropological reflections on ‘Project 2012’ and The Offer
. 2 Change in higher education Scholars of audit culture and higher education trace the modernisation of British universities to Margaret Thatcher’s policies of the 1980s, when neoliberal reforms of public services were introduced. Over the past three
The university intellectual as globalised neoliberal consumer self
culture in higher education ’, in M. Strathern (ed.) Audit Cultures: Anthropological Studies in Accountability, Ethics and the Academy , London : Routledge , 523 – 526 . Shumar , W. ( 1997 ) College for Sale: A Critique of the Commodification of
Digital Media and Contested Visions of Education
Wesley Shumar and Susan Wright
East , Paris : UNESCO . UNESCO ( 2012b ) Turning on Mobile Learning in Latin America , Paris : UNESCO . UNESCO ( 2013 ) UNESCO Policy Guidelines for Mobile Learning , Paris : UNESCO . Vonderau , A. ( 2015 ) ‘ Audit-cultures and