Educational Practice as Praxis: Understanding and Challenging Neoliberal Conditions in University Settings

Hardy, Ian; Garrick, Barbara

doi:10.1007/978-981-10-3130-4_7

Cited by 1 publication

(2 citation statements)

References 17 publications

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“…The necessity of auditing academic performance for the purpose of funding and for the public to be informed about universities is not being questioned. The current focus is on how a neoliberal 30 profit‐based rationality has resulted in an ‘instrumentalist industry‐driven pedagogical praxis (Geerts & Carstens, 2020; 916)’ (Hardy & Garrick, 2017). For the teaching of health care ethics this has resulted in the widespread censorship of core module texts (Please see examples in Table 1 above), and the censorship of ‘uncomfortable’ clinical topics.…”

Section: Personal Dignitymentioning

confidence: 99%

“…As previously outlined above, the United Kingdom government supports academic freedom (Adekoya et al, 2020; Kelly, 2020; Williamson, 2021). Universities, on the other hand, are not free to discuss Trigger Warnings due to funding being linked to student performance, and student satisfaction surveys (Hardy & Garrick, 2017, Jones, Drach‐Zahavy, et al 2020). As institutions promoting critical thinking and evidence‐based practice, there is no supporting evidence on the positive use of trigger warnings.…”

Section: Kant and Academic Freedommentioning

confidence: 99%

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Defining dignity in higher education as an alternative to requiring ‘Trigger Warnings’

MacLaren

2024

Nursing Philosophy

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This article examines trigger warnings, particularly the call for trigger warnings on university campuses, and from a Levinasian and Kantian ethical perspective, and addresses the question: When, if ever, are trigger warnings helpful to student's learning? The nursing curriculum is developed with key stakeholders and regulatory bodies to ensure graduate nurses are competent to deliver a high standard of care to patients and clients. Practical teaching practice and published research has uncovered an increasing use of ‘Trigger Warnings’ before a topic is discussed, or used as warnings on core module texts. It is appreciated that some students have personal experience of psychological or physical trauma. However, apart from identifying these students through Mitigating Circumstances committees, or when the student feels confident to share this information with a personal tutor, this information remains strictly confidential. There is the potential for covert skills such as critical analysis and skilful discussion not being attained by the student. With the assistance of Kants moral theory, an argument will develop that the insidious use of Trigger warnings and the embargo of recommended reading, requires critical discussion with the public. This would involve the rationale and pedagogical justification for the use of texts, and the necessity within nursing education to address challenging clinical topics. To support students with PTSD this may involve the research discussed on personal educational needs analysis.

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Section: Personal Dignitymentioning

confidence: 99%

Section: Kant and Academic Freedommentioning

confidence: 99%