Dominant discourses in higher education. Book review: Kinchin, I. M. and Gravett, K. (2022) Dominant discourses in higher education: critical perspectives, cartographies and practice. London: Bloomsbury.

Authors

  • Maggie Scott University of Salford

DOI:

https://doi.org/10.47408/jldhe.vi26.1000

Keywords:

neoliberalism, posthumanism, critical theory, higher education (HE)

Author Biography

Maggie Scott, University of Salford

Maggie Scott is Associate Dean Academic (Quality Assurance and Enhancement) in the School of Arts, Media and Creative Technology at the University of Salford. She has worked in UK higher education for over twenty years. Her research interests include academic leadership, language and power, and the cultural politics of the English and Scots languages.

References

Bottrell, D. and Manathunga, C. (eds.) (2019) Resisting neoliberalism in higher education. Cham, Switzerland: Palgrave Macmillan.

Freire, P. (1970) Pedagogy of the oppressed. Harmondsworth: Penguin.

Haraway, D. (2016) Staying with the trouble: making kin in the Chthulucene. Durham, NC: Duke University Press.

Manathunga, C. (2011) ‘The field of educational development: histories and critical questions’, Studies in Continuing Education, 33(3), pp.347-62.

St. Pierre, E. A. (2021) ‘Post qualitative inquiry, the refusal of method, and the risk of the new’, Qualitative Inquiry, 27(1), pp.3-9. https://doi.org/10.1177/1077800419863005.

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Published

28-02-2023

How to Cite

Scott, M. (2023) “Dominant discourses in higher education. Book review: Kinchin, I. M. and Gravett, K. (2022) Dominant discourses in higher education: critical perspectives, cartographies and practice. London: Bloomsbury. ”, Journal of Learning Development in Higher Education, (26). doi: 10.47408/jldhe.vi26.1000.

Issue

No. 26 (2023): Special Edition, Equality, Diversity and Inclusion

Section

Reviews

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Copyright (c) 2023 Journal of Learning Development in Higher Education

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