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Response-ability: re-E-valuing shameful measuring processes within the Australian Academy

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posted on 2019-01-01, 00:00 authored by Melissa J Wolfe, Eve MayesEve Mayes
Evaluative practices dominate contemporary conditions of existence for academics in higher education. These measures are reductive and limit knowledge-making capacity. This chapter considers the concept of evaluation (linked to measurement) as dynamic and of consequence. In an experimental methodological approach, we read ‘evaluation’ through two of our own personally stultifying and shameful encounters within the Australian academy. This critique does not simply oppose evaluative methods but opens up a discussion that allows the conceptualisation of evaluation as mattering otherwise. We promote an ethics of affect in relation to the performance of academics as knowledge makers by considering how consequences of practices are always co-constituted. Evaluation processes are re-conceptualised response-ably, to build capacity for a diversity of knowledges and to matter otherwise.

History

Title of book

Time and space in the neoliberal university: futures and fractures in higher education

Chapter number

12

Pagination

277 - 298

Publisher

Palgrave MacMillan

Place of publication

Cham, Switzerland

ISBN-13

978-3-030-15245-1

Language

eng

Publication classification

B1 Book chapter

Copyright notice

2019, The Author(s)

Extent

12

Editor/Contributor(s)

Maddie Breeze, Yvette Taylor, Cristina Costa

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