Virtuous mess and wicked clarity: struggle in higher education research

McArthur, Jan

doi:10.1080/07294360.2011.634380

Cited by 19 publications

(12 citation statements)

References 26 publications

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“…But there is clearly a paradox here: how can we use recognition as a basis for the inclusive university if, as the debate between Fraser and Honneth demonstrates, we cannot agree a definition? To answer this is to understand the particular nature of Frankfurt School critical theory: which is not to define, but to understand (McArthur, 2012). It means we reject audit driven imperatives to tie down definitions and measure everything.…”

Section: A Critical Theory Perspectivementioning

confidence: 99%

The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach

McArthur

2021

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This article offers a conceptual exploration of the inclusive university from a Frankfurt School critical theory perspective. It does not seek to define the inclusive university, but to explore aspects of its nature, possibilities and challenges. Critical theory eschews fixed definitions in favour of broader understandings that reflect the complexities of human life. I propose that we consider questions of inclusion in terms of mutual recognition and use the debate between critical theorists Nancy Fraser and Axel Honneth to explain the implications of this approach. Central to Frankfurt School critical theory is the idea that we achieve our individuality through our interactions with others. Anything which prevents an individual leading a fully realised social life, within or outwith the university, undermines inclusion. Thus, I offer a broader, more complex and holistic understanding of inclusion than traditional approaches within the university such as widening participation. While such approaches can be helpful, they are insufficient to address the full challenge of an inclusive university, understood in these terms of critical theory and mutual recognition.

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Section: A Critical Theory Perspectivementioning

confidence: 99%

The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach

McArthur

2021

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“…All definitions are limited and it is crucial that we focus on issues and questions rather than search for neat definitions' (Dei, 2011b, 23). But it is also a feature of critical theory that it eschews artificial clarity and appreciates the epistemic messiness of the social world (McArthur, 2012). Critical theory rejects the false clarity of positivist approaches.…”

Section: Understanding: How Could Critical Theory Be a Fellow Traveller?mentioning

confidence: 99%

Critical theory in a decolonial age

McArthur

2021

Educational Philosophy and Theory

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This article considers the critical theory of the Frankfurt School in the context of decolonisation and asks whether it can have continuing relevance given its foundations in white, western traditions which bear the hallmarks of colonialism. Despite critical theory, particularly in its early radical figurations, situating itself as an alternative to traditional western philosophy it undoubtedly shares some of the myopic and Eurocentric traits of this tradition. Mindful of not wishing to perpetuate colonial impulses to appropriate Indigenous philosophies, this article harnesses the twin ideas of a decolonial conversation and interacting in a third space, both of which foreground historical power imbalances and injustices. Only on that basis can a genuine engagement occur between western and Indigenous thought. My aim, as a western scholar, is to explore the relevance of critical theory in this decolonial age. By highlighting intersections, while acknowledging crucial differences, between critical theory and Indigenous philosophies I seek to show that critical theory can play a crucial role in how western scholars respond to and embrace the necessary and compelling movement of decolonialisation, but only first by acknowledging their own shortcomings, particularly in relation to race, racism and colonialism.

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“…about what we are aiming to produce'. For many speakers at HECU5, one important goal of inquiry seemed to be 'struggling for greater social justice through and within higher education' (McArthur 2010). We need to reflect upon how the explicitly political nature of such a goal may influence the composition of our knowledge base.…”

Section: Introductionmentioning

confidence: 99%

A review of the Higher Education Close Up 5 conference

Williams

2011

Teaching in Higher Education

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This essay aims to provide a critical overview of the main themes to emerge from the Higher Education Close Up 5 conference held at Lancaster University in July 2010. The conference explored the relationship between theory and method in higher education (HE) research. This essay focuses upon four themes that developed from the proceedings. I begin by considering the emergence of HE research as a field of study, and then look at the theoretical and methodological approaches which could, perhaps, help to define the field. I then explore the extent to which HE researchers can rely upon the work of one thinker to provide a theoretical underpinning to their work or whether we should instead be prepared to exercise a degree of instrumentalism in our decision to adopt certain theoretical approaches over others. Finally, I consider how we can (and whether we should) theorise silences and absences in our research.

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Virtuous mess and wicked clarity: struggle in higher education research

Cited by 19 publications

References 26 publications

The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach

The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach

Critical theory in a decolonial age

A review of the Higher Education Close Up 5 conference

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