Abstract
The work of academics in higher education institutions is widely recognised as having intensified in demands and in accountability measures. In the field of teacher education , this intensification also manifests in academics needing to meet the requirements of both the university and external stakeholders and accrediting bodies. In this chapter, I draw on a central narrative “A glitch in the machine” to explore the demands that academics face in contemporary higher education contexts. I use this narrative as a stimulus for considering the nature of academic work and I contend that the adoption of the principles and practices of mindfulness provides an opportunity for academics to engage in resistance that enables them to remain focused on their authentic self and purpose as academics. In so doing, I describe the strategies I have adopted in order to make mindful choices about my work and identity as an academic in this space.
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McDonough, S. (2018). A Glitch in the Machine or a Glimmer of What Could Be? Mindfulness as Resistance in Higher Education. In: Lemon, N., McDonough, S. (eds) Mindfulness in the Academy. Springer, Singapore. https://doi.org/10.1007/978-981-13-2143-6_16
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