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Community-Engaged Scholarship and the Discourse of Academic Privilege in Canadian Higher Education

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Assembling and Governing the Higher Education Institution

Abstract

This chapter presents selected findings from a qualitative research study on community engagement in Canadian higher education. Focusing on participants’ understanding of community engagement as a way to bring meaning to scholarly work and their positioning of community-engaged scholarship as a rejection of academic privilege, the author argues that participants’ understanding of engagement is mediated by neoliberalism and the discourse of new public management. The chapter also draws attention to the relationship between surveillance and privilege, questioning the ways in which inclusion of community in scholarly work might disrupt the neoliberalization of higher education.

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Author information

Authors and Affiliations

  1. Edmonton, AB, Canada

    Tania Kajner

Authors
  1. Tania Kajner
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Editor information

Editors and Affiliations

  1. University of Alberta, Canada

    Lynette Shultz

  2. Western University, Canada

    Melody Viczko

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© 2016 The Author(s)

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Kajner, T. (2016). Community-Engaged Scholarship and the Discourse of Academic Privilege in Canadian Higher Education. In: Shultz, L., Viczko, M. (eds) Assembling and Governing the Higher Education Institution. Palgrave Studies in Global Citizenship Education and Democracy. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52261-0_10

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  • DOI: https://doi.org/10.1057/978-1-137-52261-0_10

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-52260-3

  • Online ISBN: 978-1-137-52261-0

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