Student engagement in the management of accelerated change

Anthropological reflections on ‘Project 2012’ and The Offer

in Learning and Teaching
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Abstract

The prospect of the increase in tuition fees in England from 2012 pulled learning and teaching into the limelight as universities sought to safeguard student recruitment and league table positions in an envisioned new era of increased market competition. As each institution sought to market itself to potential students with a specific learning and teaching ‘offer’, local subject areas faced increasing demands for quality monitoring as well as a host of initiatives and changes to their existing provision. The acceleration of change brought to the fore structures and dynamics that are usually difficult to detect in the routines of everyday life. This article focuses on one U.K. university and explores how the government for accelerated change aimed to reshape learning and teaching practices in preparation for the new times, but in fact served to undermine the visions that had fuelled this change.

Contributor Notes

Anselma Gallinat is a social anthropologist who works on post-socialism, memory, history-writing, morality, and ethics with a particular focus on regime change and narrative. Her monograph Narratives in the Making: Writing the East German Past in the Democratic Present was published in 2016, and she is the author of numerous articles, which have appeared in such journals as Identities, Social Anthropology, and Ethnos. Anselma is an experienced ethnographer and co-editor of The Ethnographic Self as Resource: Writing Memory and Experience into Ethnography (2010). E-mail: Anselma.gallinat@ncl.ac.uk

Learning and Teaching

The International Journal of Higher Education in the Social Sciences

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