'We are the rump who do not do the cool things': A Foucaultian/ i ekian influenced exploration of the impact of accountability regimes on academic subjectivity in Irish higher education ; British Sociological Association Annual Conference.

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Autor/Urheber	SEERY, AIDAN; LOXLEY, ANDREW
Titel	'We are the rump who do not do the cool things': A Foucaultian/ i ekian influenced exploration of the impact of accountability regimes on academic subjectivity in Irish higher education ; British Sociological Association Annual Conference.
Quelle	Aus: Loxley, A. and Seery, A., We are the rump who do not do the cool things : A Foucaultian/ i ekian influenced exploration of the impact of accountability regimes on academic subjectivity in Irish higher education, British Sociological Association Annual Conference, Leeds, April 2011, 2011; Y; 86162. (2011) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	?i?ek; Foucault; academic work; academic identity; Identities in Transformation; Higher Education
Abstract	This paper reports on a project aimed at examining the impact of accountability regimes on academic identity/identities in Ireland. Framed by a view of Foucaultian power rela tions and the ?i? ekian idea that academic life may contain irreducible fissures and voids that defy any to talizing descriptions, a number of extended interviews were carried out with academics in four of Ireland?s seven universities. An initial analysis of the defining tensions in the lives of three of the academics interviewed reveals the difficult negotiatio n of their identities on three levels framed by policy, discipline and institution. These tensions are characterized by a heightened sensitivity and awareness of power relations both within and external to the university and manifest themselves in some cas es in variable modes of acceptance and resistance to the use of metrics - actual or anticipated. A second result of the analysis is that the ? i ?eki an notion of an inherent disruptive ?excess? in the internal dialectic between metric and accountability syst ems and self is not [yet!] evident in the lives under consideration. However, the interpretative framework adopted is offered as a useful tool that reveals the tensions academics lives in a new light. [191]
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