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© 2019

Time and Space in the Neoliberal University

Futures and fractures in higher education

  • Maddie Breeze
  • Yvette Taylor
  • Cristina Costa

Benefits

  • Analyses how borders and blockages in higher education can be inhabited and reworked

  • Imagines alternative academic futures and how they can be claimed

  • Examines how the higher education sector remains complicit in reproducing entrenched inequalities among both students and staffs

Book

About this book

Introduction

This book offers new interdisciplinary analyses of borders and blockages in higher education and how they can be inhabited and reworked. Amidst stratified inequalities of race, gender, class and sexuality, across time and space, contributors explore what alternative academic futures can be claimed. While higher education institutions are increasingly concerned with ‘internationalization’, ‘diversity’, and ‘widening access and participation’, the sector remains complicit in reproducing entrenched inequalities of access and outcomes among both students and staff: boundaries of who does and does not belong are continually drawn, enacted, contested and redrawn. In the contemporary neoliberal, entrepreneurial and ‘post’-colonial educational context, contributors critically examine educational futures as these become more uncertain. This wide-ranging collection serves as a call to action for those concerned with the future of higher education, and how alternative futures can be reimagined.

Keywords

Higher Education Neoliberalism and education Space and learning Academia and space Time and University

Editors and affiliations

  • Maddie Breeze
    • 1
  • Yvette Taylor
    • 2
  • Cristina Costa
    • 3
  1. 1.School of EducationUniversity of StrathclydeGlasgowUK
  2. 2.School of EducationUniversity of StrathclydeGlasgowUK
  3. 3.Department of Education and ChildhoodUniversity of the West of EnglandBristolUK

About the editors

Maddie Breeze is Chancellor’s Fellow, School of Education, University of Strathclyde, UK. She was previously Lecturer in Public Sociology at Queen Margaret University. In 2016 she was awarded the British Sociological Association Phillip Abrams Memorial Prize for her book Seriousness in Women’s Roller Derby.

Yvette Taylor is Professor of Education, University of Strathclyde, UK. She is Principal Investigator on the Norface funded project 'Comparing Intersectional Life Course Inequalities amongst LGBTQ Citizens in Four European Counties', and is series editor of Palgrave Studies in Gender and Education.

Cristina Costa is Associate Professor Digital Education and Society, University of West of England. She has published on digital scholarship practices, digital literacies and cultures, and curriculum innovation.


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