Abstract
In this first chapter, we explore some of the foundational concepts for this book. We start by outlining the impacts of the neoliberalization of the academy and advance our central argument: that such impacts go beyond the interpersonal or the administrative to determine the very generation and dissemination of knowledge itself. Drawing on our own work that addresses the intersection of species, gender, and class, we articulate how the power/knowledge paradigm of neoliberalism has begun to dismantle the idea of a public intellectual. We consider what the costs of this are to research located within, and seeking to highlight issues pertinent to, marginalized communities and issues. We conclude with a brief overview of the book and its main themes.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ahmed, S. (2014). Willful subjects. Durham, NC: Duke University Press.
Archer, L. (2008). The new neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Education Policy, 23(3), 265–285.
Baines, D., Cunningham, I., & Fraser, H. (2011). Constrained by managerialism: Caring as participation in the voluntary social services. Economic and Industrial Democracy, 32(2), 329–352.
Beddoe, L. (2014). Feral families, troubled families: The spectre of the underclass in New Zealand. New Zealand Sociology, 29(3), 51.
Berg, L., & Roche, M. (1997). Market metaphors, neo‐liberalism and the construction of academic landscapes in Aotearoa/New Zealand. Journal of Geography in Higher Education, 21(2), 147–161.
Boas, T., & Gans-Morse, J. (2009). Neoliberalism: From new liberal philosophy to anti-liberal slogan. Studies in Comparative International Development, 44(2), 137–161.
Bowen, H., Schuster, J. (1986). American professors: A national resource imperiled. New York: Oxford University Press.
Burrows, R. (2012). Living with the h-index? Metric assemblages in the contemporary Academy. The Sociological Review, 6(2), 355–372.
Castree, N., & Sparke, M. (2000). Professional geography and the corporatization of the university: Experiences, evaluations, and engagements. Antipode, 32(3), 222–229.
Collier, R. (2014). ‘Love law, love life’: Neoliberalism, wellbeing and gender in the legal profession—The case of law school. Legal Ethics, 17(2), 202–230.
Davies, B., & Bansel, P. (2005). The time of their lives? Academic workers in neoliberal time(s). Health Sociology Review, 14(1), 47–58.
Davies, B., & Bansel, P. (2010). Governmentality and academic work: Shaping the hearts and minds of academic workers. Journal of Curriculum Theorizing, 26(3), 5–20.
Ferguson, I., & Lavalette, M. (2006). Globalization and global justice Towards a social work of resistance. International Social Work, 49(3), 309–318.
Ferguson, I., & Lavalette, M. (2013). Crisis, austerity and the future(s) of social work in the UK. Critical and Radical Social Work, 1(1), 95–110.
Freire, P. (2000). Education for critical consciousness. London: Continuum.
Gay, G. (2004). Navigating marginality en route to the professoriate: Graduate students of color learning and living in academia. International Journal of Qualitative Studies in Education, 17(2), 265–288.
Giroux, H. (2002). Neoliberalism, corporate culture, and the promise of higher education: The University as a democratic public sphere. Harvard Educational Review, 72(4), 425–462.
Gonzales, L., Martinez, E., & Ordu, C. (2014). Exploring faculty experiences in a striving university through the lens of academic capitalism. Studies in Higher Education, 39(7), 1097–1115.
Gonzales, L., & Nunez, A. (2014). The ranking regime and the production of knowledge: Implications for academia. Education Policy Analysis Archives, 22(31), 1–24.
Grimaldi, E. (2012). Neoliberalism and the marginalisation of social justice: The making of an education policy to combat social exclusion. International Journal of Inclusive Education, 16(11), 1131–1154.
Hall, J., Stevens, P., & Meleis, A. (1994). Marginalization: A guiding concept for valuing diversity in nursing knowledge development. Advances in Nursing Science, 16(4), 23–41.
Hartman, Y., & Darab, S. (2012). A call for slow scholarship: A case study on the intensification of academic life and its implications for pedagogy. Review of Education, Pedagogy, and Cultural Studies, 34(1–2), 49–60.
Harvey, D. (2005). A brief history of neoliberalism. Oxford: Oxford University Press.
Hawkins, R., Manzi, M., & Ojeda, D. (2014). Lives in the making: Power, academia and the everyday. ACME: An International E-Journal for Critical Geographies, 13(2), 328–351.
Heath, M., & Burdon, P. (2013). Academic resistance to the Neoliberal University. Legal Education Review, 23, 379.
Illich, I. ([1971] 2013). Deschooling society. KKien Publishing.
Jago, B. (2002). Chronicling an academic depression. Journal of Contemporary Ethnography, 31(6), 729–757.
Jones, R., Jr., & Calafell, B. (2012). Contesting neoliberalism through critical pedagogy, intersectional reflexivity, and personal narrative: Queer tales of academia. Journal of Homozsexuality, 59(7), 957–981.
Kauppinen, I. (2012). Towards transnational academic capitalism. Higher Education, 64(4), 543–556.
Lorenz, C. (2012). If you’re so smart, why are you under surveillance? Universities, neoliberalism, and new public management. Critical Inquiry, 38(3), 599–629.
Marginson, S. (2004, April 10). There’s still no such thing as a higher education market. Times Higher Education.
Marginson, S., & Considine, M. (2000). The enterprise university: Power, governance and reinvention in Australia. Cambridge: Cambridge University Press.
Melnyk, S., Stewart, D., & Swink, M. (2004). Metrics and performance measurement in operations management: Dealing with the metrics maze. Journal of Operations Management, 22(3), 209–218.
Metcalfe, A. (2010). Revisiting academic capitalism in Canada: No longer the exception. The Journal of Higher Education, 81(4), 489–514.
Meyers, M. (2013). The war on academic women: Reflections on postfeminism in the neoliberal academy. Journal of Communication Inquiry, 37(4), 274–283.
Montero, M., & Sonn, C. (2009). Methods for liberation: Critical consciousness in action. In Psychology of Liberation (pp. 73–91). New York: Springer.
Navarro, V. (2007). Neoliberalism, globalization, and inequalities: Consequences for health and quality of life. New York: Baywood Publishers.
Osei-Kofi, N. (2012). Junior faculty of color in the corporate university: Implications of neoliberalism and neoconservatism on research, teaching and service. Critical Studies in Education, 53(2), 229–244.
Paasi, A. (2005). Globalisation, academic capitalism, and the uneven geographies of international journal publishing spaces. Environment and Planning A, 37(5), 769–789.
Percy, A., & Beaumont, R. (2008). The casualisation of teaching and the subject at risk. Studies in Continuing Education, 30(2), 145–157.
Petersen, E., Bendix, E., & Davies, B. (2010). In/difference in the neoliberalised university. Learning and Teaching, 3(2), 92–109.
Posecznick, A. (2014). Introduction: On theorising and humanising academic complicity in the neoliberal university. Learning and Teaching, 7(1), 1–11.
Purcell, M. (2007). City-Regions, Neoliberal Globalization and Democracy: A Research Agenda. International Journal of Urban and Regional Research, 31(1), 197–206.
Reid, J. (2013). The neoliberal biopolitics of resilience and the spectre of the ecofascist state. In N. Lemay-Hebert, N. Onuf, V. Rakic, & P. Bojanic (Eds.), Semantics of statebuilding: Language, meanings and sovereignty (pp. 163–180). London: Routledge.
Rose, J., & Dustin, D. (2009). The neoliberal assault on the public university: The case of recreation, park, and leisure research. Leisure Sciences, 31(4), 397–402.
Shahjahan, R. (2014). From ‘no’ to ‘yes’: Postcolonial perspectives on resistance to neoliberal higher education. Discourse: Studies in the Cultural Politics of Education, 35(2), 219–232.
Shore, C. (2010). Beyond the multiversity: Neoliberalism and the rise of the schizophrenic university. Social Anthropology, 18(1), 15–29.
Slaughter, S., Archer, C., & Campbell, T. (2004). Boundaries and quandaries: How professors negotiate market relations. The Review of Higher Education, 28, 129–165.
Slaughter, S., & Leslie, L. (1997). Academic capitalism: Politics, policies and the entrepreneurial university. Baltimore: Johns Hopkins University Press.
Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state and higher education. Baltimore: Johns Hopkins University Press.
Smith, N. (2000). Who rules this sausage factory? Antipode, 32(3), 330–339.
Smyth, J. (2010). Critical teaching as the counter-hegemony to neoliberalism. In S. Macrine, P. McLaren, & D. Hill (Eds.), Revolutionizing pedagogy: Education for social justice within and beyond global neo-liberalism. New York: Palgrave.
Tirelli, V. (2014). Contingent academic labor against neoliberalism. New Political Science, 36(4), 523–537.
Van den Brink, M. (2015). The politics of knowledge: The responses to feminist research from academic leaders. Equality, Diversity and Inclusion: An International Journal, 34(6), 483–495.
Ylijoki, O. (2003). Entangled in academic capitalism? A case-study on changing ideals and practices of university research. Higher Education, 45(3), 307–335.
Zermsky, R., & Massey, W. (2005). Remaking the American university: Market-smart and mission-centered. New Brunswick, NJ: Rutgers University Press.
Author information
Authors and Affiliations
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Fraser, H., Taylor, N. (2016). The University Goes to Market: The Infiltration of Neoliberalism. In: Neoliberalization, Universities and the Public Intellectual. Palgrave Critical University Studies. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57909-6_1
Download citation
DOI: https://doi.org/10.1057/978-1-137-57909-6_1
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-57908-9
Online ISBN: 978-1-137-57909-6
eBook Packages: EducationEducation (R0)