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dc.contributor.authorHall, Richarden
dc.contributor.authorSmyth, Keithen
dc.date.accessioned2016-04-20T10:29:19Z
dc.date.available2016-04-20T10:29:19Z
dc.date.issued2016
dc.identifier.citationHall, R. and Smyth, K., (2016) Dismantling the Curriculum in Higher Education. Open Library of Humanities. 2 (1), p.e11.en
dc.identifier.issn2056-6700
dc.identifier.urihttp://hdl.handle.net/2086/11951
dc.descriptionCC-BY-4.0 This is an Open Access journalen
dc.description.abstractThe higher education curriculum in the global North is increasingly co-opted for the production of measurable outcomes, framed by determinist narratives of employability and enterprise. Such co-option is immanent to processes of financialisation and marketisation, which encourage the production of quantifiable curriculum activities and tradable academic services. Yet the university is also affected by global socio-economic and socio-environmental crises, which can be expressed as a function of a broader crisis of social reproduction or sociability. As the labour of academics and students is increasingly driven by a commodity-valuation rooted in the measurement of performance, the ability for academics and students to respond to crises from inside the university is constrained by the market. This article argues that in understanding the relationship between the university and society, and in responding to a crisis of sociability, revealing the bounded nature of the curriculum is central. One possible way to address this crisis is by re-imagining the university through the co-operative practices of groups like the Dismantling the Masters House community and the Social Science Centre. Such an exploration, rooted in the organising principles of the curriculum, asks educators to consider how their curriculum reproduces an on-going colonisation by Capital. It is argued that such work enables a re-imagination of higher education that is rooted in a co-operative curriculum, and which might enable activist-educators to build an engaged curriculum, through which students and academics no longer simply learn to internalise, monitor and manage their own alienation.en
dc.language.isoenen
dc.publisherOpen Library of Humanitiesen
dc.subjectuniversityen
dc.subjectpraxisen
dc.subjectsociabilityen
dc.subjectcommunityen
dc.subjectcurriculumen
dc.titleDismantling the Curriculum in Higher Educationen
dc.typeArticleen
dc.identifier.doihttp://doi.org/10.16995/olh.66
dc.researchgroupInstitute for Education Futuresen
dc.peerreviewedYesen
dc.explorer.multimediaNoen
dc.funderN/Aen
dc.projectidN/Aen
dc.cclicenceCC BYen
dc.date.acceptance2016-03-04en
dc.researchinstituteInstitute for Research in Criminology, Community, Education and Social Justiceen
dc.researchinstituteCentre for Urban Research on Austerity (CURA)en


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