- Title
- Dominant higher education imaginaries: Forced perspectives, ontological limits and recognising the imaginer's frame
- Creator
- Lumb, Matt; Bunn, Matthew
- Relation
- Reimagining the Higher Education Student: Constructing and Contesting Identities p. 114-131
- Publisher Link
- http://dx.doi.org/10.4324/9780367854171
- Publisher
- Routledge
- Resource Type
- book chapter
- Date
- 2021
- Description
- With a focus on the Australian and UK higher education (HE) contexts, this chapter considers both how dominant social imaginaries construct the HE student as a fully agentic individual and the way this narrows the possibilities of how to be a student. The work first sets out a theoretical explanation of a dominant epistemological construction of the student in HE as part of a set of contemporary social imaginaries that sustain an inequitable status quo. The chapter then builds on critiques of employability as it is conceived within HE; not to rehearse these or to accept and reinforce them, but to further trouble the underpinnings that facilitate the imagined student in contemporary contexts. An analysis of policy is guided by Ball’s (2010) account of a shift from government to governance that has increasingly involved a blurring across tiers of government and between private and public sectors. The authors then draw on Barad’s agential realism to identify conceptual material for the project of reimagining our responsibility to students. The contribution this chapter seeks to make is to question the foundations from which processes of reimagining the HE student might be made, and to articulate how this relates to projects of equity.
- Description
- 1st ed.
- Subject
- higher education; epistemological construction; forced perspectives; employability; SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1445095
- Identifier
- uon:42497
- Identifier
- ISBN:9780367426538
- Language
- eng
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