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Resisting neoliberal policies in UK higher education: Exploring the impact of critical pedagogies on non-traditional students in a post- 1992 university

Sanders-McDonagh, E., Davis, Carole (2018) Resisting neoliberal policies in UK higher education: Exploring the impact of critical pedagogies on non-traditional students in a post- 1992 university. Education, Citizenship and Social Justice, 13 (3). pp. 217-228. ISSN 1746-1979. E-ISSN 1746-1987. (doi:10.1177/1746197918793061) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:68467)

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Abstract

In this article, we focus on how neoliberal performance metrics impact on non-traditional students at a modern university in England. We argue that the introduction of ‘quality assurance’ measures, such as the National Student Survey and the Teaching Excellence Framework, are driven by an ideology which purports to have student’s best interests at heart by raising teaching standards, focusing on graduate employability and wider participation, but in fact works to discourage critical pedagogic practices that would allow for more democratic and dialogic spaces of learning. This article presents findings from one multi-modal qualitative case study at a particular higher education institution in London, where many of the students originate from highly deprived areas and frequently come from ethnic minority groups. We argue that the radical space of the classroom provides a unique opportunity for students to move into collective, dialogic, empathetic modes of learning that yield both normative measures of ‘success’ as well as more transformative measures. We maintain that critical pedagogies work to disrupt the neoliberal narrative that champions individual success and the student-as-consumer model, and by doing so, helps to redress the persistent inequalities that non-traditional students face in UK higher education settings.

Item Type: Article
DOI/Identification number: 10.1177/1746197918793061
Uncontrolled keywords: bare pedagogies, equality, neoliberalism, non-traditional students, radical pedagogies, transformation
Subjects: H Social Sciences > H Social Sciences (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research
Depositing User: Erin Sanders-McDonagh
Date Deposited: 31 Jul 2018 18:23 UTC
Last Modified: 09 Mar 2020 01:08 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/68467 (The current URI for this page, for reference purposes)
Sanders-McDonagh, E.: https://orcid.org/0000-0001-6955-3955
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