Neoliberal individualism in Dutch universities: Teaching and learning anthropology in an insecure environment

Abstract

This article is based on our own experiences and that of several of our colleagues teaching social and cultural anthropology in different Dutch institutions for higher learning. We focus in particular on teaching and learning in two small liberal arts and science (LAS) colleges, where anthropology makes up part of the social science curriculum and/or is part of the core curriculum. The data collected from our own critical reflections developed during informal discussion and from formal interviews with colleagues, together with literature on recent changes in academia, leads us to argue that neoliberal individualism, shaped by management tactics that constantly measure individual performance and output, is making academia an increasingly insecure place in which to work and study. The consequences of this insecurity include increasing mental health problems among both students and staff, intensifying competition at the expense of collegiality and collaboration and an overall decrease in the quality of academic jobs and teaching. Although the discipline of anthropology can help us better understand our own conditions, the personalisation of problems and the focus on success obscure the anthropological lens, which looks at social and cultural structures of power and depends on critical reflexivity.

A feminist teacher’s account of her attempts to achieve the goals of feminist pedagogy

“…I wanted to avoid the: 'hidden injuries of the neoliberal university' (Gill, 2010:228), as I was acutely aware that my teacher style and research focus are on areas that are antagonistic to neoliberalism. Neoliberal discourses are unfavourable to women (Todd, 2016) and despite claims to the contrary, teaching has much lower priority in neoliberal organisations than research (Bal et al, 2014). Furthermore, as my research was connected to social justice concepts, a neoliberal academy constrains and challenges such a focus (Preston and Aslett, 2014); it also limits the critical engagement of both students and teachers as it restricts possibilities for teaching critical theory (Feigenbaum, 2007).…”

Current Situation and Management Strategy of Mental Health of College Teachers

“…In general, various relationships are intertwined, and it's so difficult to balance and coordinate them. However, the relationship between colleagues may be the most difficult to be dealt with (Bal, Grassiani, & Kirk, 2014). Teachers in universities work in relatively independent environments and ways, so that there is less communication between teachers.…”

“El manifiesto académico. De la universidad ocupada a la universidad libre”

“…El Lobo descorcha una botella de champán cada vez que se conoce el nuevo resultado del ranking de Shangai, mientras las ovejas universitarias trabajan desesperadas hasta caer exhaustas 4 y la calidad de las plantaciones de conocimiento empieza a bajar, como demuestra un número importante de análisis profusos y completos. 5 Mientras tanto, el rebaño se embarca en el intento de llevar a la atención del Lobo las absurdas anomalías que la ocupación está generando mediante una incesante corriente de artículos 4 Según documentos médicos considerados de solvencia, un cuarto de los profesores holandeses de de Medicina (especialmente los más jóvenes) sufren de agotamiento emocional (Tijdink, Vergouwen and Smulders 2012) 5 Ver Ritzer (1998); Graham (2002); Hayes and Wynyard (2002); Bok (2003); Washburn (2003); Evans (2005); Schimank (2005); Boomkens (2008); Gill (2009);Tuchman (2009);Radder (2010); Krijnen, Lorenz and Umlauf (2011);Collini (2012); Sanders and Van der Zweerde (2012); Dijstelbloem et al (2013) ;Bal, Grassiani and Kirk (2014); Verbrugge and Van Baardewijk (2014).…”