Lamenting the Golden Age: Love, Labour and Loss in the Collective Memory of Scientists

Holden, Kerry

doi:10.1080/09505431.2014.928678

Cited by 20 publications

(14 citation statements)

References 24 publications

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“…The first critical trope we identify laments the transition from the post-War "golden age" of higher education to the neoliberal present (Gelber, 2007;Holden, 2015). Despite recognition by some of the potentially tendentious idealism about earlier eras of higher education, 5 a narrative of decline persists as a common means of critique, especially in contestation of shrinking public funding (Cantwell, 2013).…”

Section: Critiques Of Neoliberalizationmentioning

confidence: 97%

Higher Education and the Modern/Colonial Global Imaginary

Stein

Andreotti

2016

Cultural Studies ↔ Critical Methodologies

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In this article, we complicate common critical narratives about the neoliberalization of higher education by situating more recent trends within the genealogy of a modern/colonial global imaginary. By linking current patterns of “accumulation by dispossession” with histories and enduring architectures of racialized expropriation and exploitation, we consider both the strategic possibilities and inherent limitations of enacting resistance from within this imaginary. In particular, we engage the imperative to contest new configurations of dispossession while grappling with the ways that violent social relations have always subsidized public higher education. We suggest that facing such paradoxes may be instructive and open up new possibilities, and at the same time, this requires examination of existing investments and attachments.

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Section: Critiques Of Neoliberalizationmentioning

confidence: 97%

Higher Education and the Modern/Colonial Global Imaginary

Stein

Andreotti

2016

Cultural Studies ↔ Critical Methodologies

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“…In Norway, where this study has been undertaken, science policy white papers highlight the importance of science communication for increasing public knowledge about science and for 3 facilitating public debate and participation, particularly in the context of emerging technologies (St.meld.nr.18 2012(St.meld.nr.18 -2013St.meld.nr.20 2004St.meld.nr.20 -2005St.meld.nr.30 2008St.meld.nr.30 -2009 ii On the other hand, the focus on science communication and scientists' role in efforts to embed new science and technology in society coincides with academic institutions being subjected to new public management (NPM) logic, characterized by a focus on efficiency, competition, and excellence, and enforced through quantitative measurement of performance (Lamont 2012;Holden 2015). As Horst (2013, 760) potentially contradictory demands (Felt et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Outreaching, Outsourcing, and Disembedding

Heidenreich

2017

Science, Technology, & Human Values

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The role of the individual scientist as a socialization agent (i.e. an actor who contributes to embedding technology into society) is increasingly emphasized in science policy. This paper analyzes offshore wind scientists' narratives about science-technology-society relations and their role in them. It particularly focuses on the nuanced and detailed reasons that scientists give for their level of engagement with society. The analysis is based on semi-structured individual and focus group interviews with 35 scientists. It finds a diversity of narratives related to the questions of whether socialization of technology is needed and which approaches to socialization scientists should pursue. The six narratives identified are: (1) upstream engagement, (2) design against resistance, (3) the outreaching scientist, (4) the difficulty of outreach, (5) the outsourcing scientist, and (6) disembedded development of technology.Despite the importance attributed to scientists for the socialization of science and technology, most interviewed scientists did not embrace their role as socialization agent. Based on the scientists' narratives, the paper argues that we should rethink both who should be responsible for socialization and what should be the object of sciences' engagement with society.

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“…This narrowness characterises the neo-liberal logics that displace the liberal tradition in which higher education is seen as a public good (Olssen 2016). Although a 'golden age' of higher education is disputed (Holden 2015), evidence indicates a trend in academic capitalism (Slaughter and Leslie 1997) and a rapid uptake of neoliberal policies (Marginson 2007) that leave academics vulnerable to corporate evaluation of their success (Cribb and Gewirtz 2013). Such evaluation includes performativity measures and crude commodification of academic work (Ball 2012) reliant, in part on (Eurocentric) time and its role in the colonisation of academic lives (Shahjahan 2015).…”

Section: Corporate Higher Education and Timementioning

confidence: 99%

Issues of (in)visibility and compromise in academic work in UK universities

McIntosh

McKinley²,

Milligan

et al. 2019

Studies in Higher Education

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As higher education increasingly aligns with the ideology of the marketplace, we argue that conditions of corporate competition have contributed to the invisibilization of collective work in UK higher education. Drawing on the work of Wa Thiong'o, N. (1986. Decolonising the mind: The politics of language in African literature. Nairobi, Kenya: East African Publishers) and Giroux, H. A. (2011. On Critical Pedagogy. London: Bloomsbury), we theorise the conditions under which tensions between collective and individual work play out and examine the impact on academic work through 207 surveyed UK academics' perceptions of priorities and motivations. These were collected as part of a funded study to critically examine the teaching-research nexus in the humanities and social science. Findings show how systemic tensions reflect individual perceptions of competing demands, resulting in daily compromises to meet priorities that are strongly influenced by individual motivation. We conclude that highly-visible individuals are supported by invisible collective endeavours that contribute to the mystification of knowledge production, inequalities of representation, and research into matters of collective concern.

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Lamenting the Golden Age: Love, Labour and Loss in the Collective Memory of Scientists

Cited by 20 publications

References 24 publications

Higher Education and the Modern/Colonial Global Imaginary

Higher Education and the Modern/Colonial Global Imaginary

Outreaching, Outsourcing, and Disembedding

Issues of (in)visibility and compromise in academic work in UK universities

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