A holistic, self-reflective perspective on victimization within higher education in Sweden

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A holistic, self-reflective perspective on victimization within higher education in Sweden

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Publication Article, peer reviewed scientific
Title A holistic, self-reflective perspective on victimization within higher education in Sweden
Author Friberg, Torbjörn
Research Centre Centre for Profession Studies (CPS)
Date 2014
English abstract
In the light of some recent transformations in higher education, a moral governance of university teachers is starting to emerge, suggesting a decrease of professional autonomy. By drawing on the idea of Gilles Deleuze’s ‘clinical analysis’, the aim of this article is to re-problematize the increasingly common moral image of students’ problems in the light of these recent developments in higher education. The first part of the article focuses on students’ victimization, which is followed by an analysis of the rhetoric and practice of transparency. The third part investigates the relationship between widening participation and the entry of the market model in higher education. The findings suggest that university teachers could benefit from applying a holistic, self-reflective perspective – as a contrast to many policymakers’ reductive individual perception. This perspective enables two practices: (1) the critical ethos concerned with the limits and potentials of professional identity and (2) the political mobilization of university teachers as a profession.
DOI https://doi.org/10.1080/17508487.2014.969287 (link to publisher's fulltext.)
Publisher Routledge
Host/Issue Critical Studies in Education;3
Volume 56
ISSN 1750-8487
Pages 384-394
Language eng (iso)
Subject governance
higher education
moral
self-reflective
Sweden
victimization
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/22351 Permalink to this page
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