Governing Knowledge in the Entrepreneurial University: A Feminist Account of Structural, Cultural and Political Epistemic Injustice

Autor/in	Blackmore, Jill
Titel	Governing Knowledge in the Entrepreneurial University: A Feminist Account of Structural, Cultural and Political Epistemic Injustice
Quelle	In: Critical Studies in Education, 63 (2022) 5, S.622-638 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blackmore, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2020.1858912
Schlagwörter	Epistemology; Institutional Characteristics; Entrepreneurship; Universities; Social Justice; Governance; Feminism; Humanities; Social Sciences; Politics of Education; Science and Society; Neoliberalism; Educational Change; Higher Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Unternehmungsgeist; University; Universität; Soziale Gerechtigkeit; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Feminismus; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Neo-liberalism; Neoliberalismus; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Australien
Abstract	In the entrepreneurial university, epistemic governance is exerted through external pressures of market competition, funding, university rankings and research assessment and internal processes of organisational restructuring and mechanisms of corporate governance to re/produce epistemic injustices. Data from a study of three Australian universities illustrate the implications of these for the Humanities and Social Sciences, numerically feminised fields of research and practice and how, in the Australian context, political conservatism aligns with a particular Anglophone sensibility regarding science and society. Excluding the social and critical knowledge practices of the humanities and social sciences is dangerous to both the academy and democracies, particularly in post-truth times. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01