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A holistic, self-reflective perspective on victimization within higher education in Sweden
Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA). Malmö högskola, Centre for Profession Studies (CPS).ORCID iD: 0000-0002-5749-692X
2014 (English)In: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 56, no 3, p. 384-394Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Routledge, 2014. Vol. 56, no 3, p. 384-394
Keywords [en]
governance, higher education, moral, self-reflective, Sweden, victimization
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-4460DOI: 10.1080/17508487.2014.969287ISI: 000360822600007Scopus ID: 2-s2.0-84941178730Local ID: 22351OAI: oai:DiVA.org:mau-4460DiVA, id: diva2:1401291
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-12-01Bibliographically approved

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Friberg, Torbjörn

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