Against Credentialism

Parr, Tom; Theofilopoulou, Areti

doi:10.1007/s10892-022-09408-3

Cited by 1 publication

(1 citation statement)

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“…Indeed, as Kilner et al (2019: 111-112) explain, the neoliberal university ‘abdicates responsibility for a well-educated citizenry in favour of metrics defining the best return on investment for students and universities alike’, such as employability upon graduation for students, and the commodification of research for universities. Parr and Theofilopoulou (2022: 639–659) similarly argue that the emphasis on credentialism as a marker of superior employability is linked to the view that the highest qualification results in the greatest economic output. This ‘orthodox view’ (2022: 641) as they call it, discriminates against individuals who, for a variety of reasons, may not have obtained the ‘right’ qualification, but who would nevertheless perform well in the workplace.…”

Section: Introductionmentioning

confidence: 99%

No time to read? How precarity is shaping learning and teaching in the humanities

Kadmos

Taylor

2023

Arts and Humanities in Higher Education

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Humanities educators are frequently frustrated by students’ poor engagement in reading. The contemporary student experience is characterised by disruption and precarity. Similarly, is that of teachers who work in casual employment. This discussion is located within broader conversations around the neoliberal university, but aims to make more visible ways that teaching and learning are increasingly shaped by precarity, and consequences for the humanities. It describes what precarity in higher education looks like and considers the kinds of strategies that students and their teachers are positioned to develop by virtue of engaging in education under such conditions, amid chaos, making these meaningful through the learning theory of connectivism. This discussion points to some examples of humanities-based pedagogical innovations that seek to strengthen reading skills, while also acknowledging the changing circumstances of students to point towards avenues for ongoing consideration, reflection, and innovation in the humanities.

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Section: Introductionmentioning

confidence: 99%