Amsler, Sarah (2011) Beyond all reason: spaces of hope in the struggle for England's universities. Representations, 116 (1). pp. 62-87. ISSN 0734-6018

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Abstract

England’s public university system has been groaning and lurching toward privatization for decades. Until recently, however, it was still possible to argue that “the attempt to close off and render impossible the experience of education as a collaborative pursuit of a public good and to make possible its full commodification has not yet wholly succeeded” here.1 Despite being deeply disillusioned with increasingly neoliberal forms of academic work, many academics have thus also maintained that these could never be totalizing; that their implementation could be mediated through critical professional practice, and that social-democratic justifications for public higher education could prevail even within discourses that had become inhospitable to the very idea of the public itself. [...]

Item Type:	Article
Additional Information:	England’s public university system has been groaning and lurching toward privatization for decades. Until recently, however, it was still possible to argue that “the attempt to close off and render impossible the experience of education as a collaborative pursuit of a public good and to make possible its full commodification has not yet wholly succeeded” here.1 Despite being deeply disillusioned with increasingly neoliberal forms of academic work, many academics have thus also maintained that these could never be totalizing; that their implementation could be mediated through critical professional practice, and that social-democratic justifications for public higher education could prevail even within discourses that had become inhospitable to the very idea of the public itself. [...]
Keywords:	humanities, crisis, neoliberalism, student movement, Browne Review, refdoi, ref25
Subjects:	L Social studies > L300 Sociology X Education > X342 Academic studies in Higher Education
Divisions:	College of Social Sciences > Centre for Educational Research and Development (CERD)
Depositing User:	Sarah Amsler
Date Deposited:	17 Feb 2012 10:21
Last Modified:	08 Apr 2013 08:09
URI:	http://eprints.lincoln.ac.uk/id/eprint/4904

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