Sailing into the wind : new disciplines in Australian higher education

Gale, Trevor and Kitto, Simon 2003, Sailing into the wind : new disciplines in Australian higher education, British journal of sociology of education, vol. 24, no. 4, pp. 501-514.

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Title Sailing into the wind : new disciplines in Australian higher education
Author(s) Gale, Trevor
Kitto, Simon
Journal name British journal of sociology of education
Volume number 24
Issue number 4
Start page 501
End page 514
Total pages 14
Publisher Routledge
Place of publication Oxon, England
Publication date 2003-09
ISSN 0142-5692
1465-3346
Keyword(s) higher education
academics
marketisation
Australian universities
lifelong learning
Summary Much is made of the potential of lifelong learning for individuals and organisations. In this article we tend to make much less of it, certainly with respect to its use in universities to discipline academics. Nevertheless, we argue that academics now need to re-learn the positions they occupy and the stances they take in response to the marketisation of Australian universities. In particular, we suggest that the position of (pure) critique no longer commands attention in Australian contexts of higher education, although the paper does not suggest a disregard for a critical stance purely for the sake of participation. It is in understanding the interconnections between position and stance , and how they might be strategically performed during the everyday practices of academics, that a more promising way of engaging with the venalities of the market is envisaged; a strategy that could be described as 'sailing into the wind'. In discussing these matters, the paper draws on semi-structured interviews with academics located in university faculties/departments/schools of education along Australia's eastern seaboard.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2003, Taylor & Francis Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30040822

Document type: Journal Article
Collection: School of Education
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