The Possibilities of Sustaining Critical Intellectual Work Under Regimes of Evidence, Audit, and Ethical Governance

Sue Clegg

Abstract


This paper explores three closely related practices: the turn to 'evidence' and re-endorsement of positivist assumptions; audit and the commodifcation of knowledge; and the new governance of research ethics. In each case I show that these moves involve a discursive shifts in the meaning of higher education, analyse the ways in which they represent newer forms of control within the academy, and consider the implications for critical intellectual work. I argue that disrupting dominant ideas and practices that currently pervade universities is important as part of the debate about more creative ways of moving forward.   


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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