The Casualisation of Teaching and the Subject at Risk

Autor/inn/en	Percy, Alisa; Beaumont, Rosemary
Titel	The Casualisation of Teaching and the Subject at Risk
Quelle	In: Studies in Continuing Education, 30 (2008) 2, S.145-157 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
Schlagwörter	Higher Education; Learning Experience; Political Issues; Teaching Methods; Foreign Countries; Risk; Educational Quality; Teacher Effectiveness; Political Attitudes; College Faculty; Educational Policy; Educational Change; Professional Development; Work Environment; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfahrung; Politischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Risiko; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Political attitude; Politische Einstellung; Fakultät; Politics of education; Bildungspolitik; Bildungsreform; Arbeitsmilieu; Australien
Abstract	The casualisation of teaching in Australian higher education has come to be problematised as a risk to the quality of teaching and learning. However, the potential and location of risk, and therefore what constitutes an appropriate institutional intervention, requires interrogation as universities comply with the various regulations that, on the one hand, legitimise further casualisation in the name of flexibility, and on the other, insist on institutional responsibilities in the performance of quality. Taking a critical approach to risk consciousness, this paper examines the way casualisation is produced through workplace reform and problematised as a danger to the student learning experience through the quality agenda in Australian higher education. By examining the tensions between the discourses of flexibility and quality, the authors argue that casualisation should not simply be understood as a problem with individual teaching expertise that can be overcome through formal training of the individual. The neo-liberal political rationality that seeks to individuate responsibility and locate "risk" in this way masks the broader systemic tensions within the culture of the university which the authors argue have increasingly profound consequences for the quality of university education. Arguing that professional learning and quality enhancement are the product of open collaborative and collegial social practice, the authors conclude that addressing casualisation only in terms of systematic teacher training is a politically expedient response to a highly complex political issue facing Australian universities. Drawing on professional learning literature, the authors argue for a shift in policy and practice within the university to recognise, value and integrate the expertise and potential quality contribution of casual teaching staff at a micro-level with a particular focus on the teaching team. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10