论高等教育公共制度的可能性：对规范性原则和政策框架的反思

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education Pub Date : 2022-02-25 DOI:10.1080/17508487.2022.2032234

Francisco Durán Del Fierro

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引用次数: 0

摘要

摘要在高度市场化的高等教育体系中，扭转新自由主义制度的过程需要讨论这种制度的规范原则和政策框架。关于退役将涉及什么，或者这样一个项目对高等教育公共制度的构成有什么影响，几乎没有人说。本文讨论了两个原则来详细探讨这些问题：制度多样性和自主性。此外，还考虑了质量政策的作用。在这方面，我批判性地分析了高等教育中的新自由主义制度是如何采用这些规范性原则和政策的。我声称，这一制度通过对客观性、中立性和公正性的特殊理解，确定了这些要素边界的内容。然后，我通过重新思考这些类别来讨论高等教育中公共制度的合理性，这需要重新思考权力、知识和主体性之间的关系。

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On the possibility of a public regime in higher education: rethinking normative principles and policy frameworks

ABSTRACT The process of reversing a neoliberal regime in highly marketised higher education systems entails the discussion of such a regime’s normative principles and policy frameworks. Little has been said about what decommodification would involve or the implications of such a project for the constitution of a public regime in higher education. Two principles are discussed in this paper to delve into these concerns in detail: institutional diversity and autonomy. In addition, the role of quality policies is considered. In this respect, I critically analyse how the neoliberal regime in higher education has adopted these normative principles and policies. I claim that this regime has defined the content of the boundaries of such elements through a particular understanding of objectivity, neutrality and impartiality. Then, I discuss the plausibility of a public regime in higher education by rethinking these categories, which entails the reconsideration of the relationship between power, knowledge and subjectivity.

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.