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

Sue Clegg


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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