Series editor(s): Professor Malcolm Tight
Subject Area: Education
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|Title:||Chapter 5 Turning a Scholarly Blind Eye|
|Volume:||7 Editor(s): Tanya Fitzgerald, Julie White, Helen M. Gunter ISBN: 978-1-78052-500-6 eISBN: 978-1-78052-501-3|
|Citation:||Julie White (2012), Chapter 5 Turning a Scholarly Blind Eye, in Tanya Fitzgerald, Julie White, Helen M. Gunter (ed.) Hard Labour? Academic Work and the Changing Landscape of Higher Education (International Perspectives on Higher Education Research, Volume 7), Emerald Group Publishing Limited, pp.87-111|
|DOI:||10.1108/S1479-3628(2012)0000007006 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this chapter is to focus on pre-service teacher education to examine how professional identity and university curriculum have become managed. This chapter will introduce the conception of the scholarly blind eye to illustrate how performativity works in the modernised university and three central arguments are forwarded. Firstly, that pre-service teacher education programs are increasingly managed from outside the university. Secondly, that this represents a significant change to higher education. And thirdly, that higher education is contributing to the reworking of teacher identity.
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