Journal article 341 views 29 downloads
Incorporating care and compassion into the neoliberal academy
Michael Priestley,
Sarah Crook 
Journal of Learning Development in Higher Education, Volume: 35, Issue: 35, Pages: 1 - 9
Swansea University Author:
Sarah Crook
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DOI (Published version): 10.47408/jldhe.vi35.1338
Abstract
UK policymakers advocate compassionate pedagogical processes. However, the longstanding commitment to neoliberal higher education principles have produced, and indeed necessitate, inequality, conflict, and a lack of interpersonal care. We argue that compassionate academic processes demand holistic s...
| Published in: | Journal of Learning Development in Higher Education |
|---|---|
| ISSN: | 1759-667X |
| Published: |
Journal of Learning Development in Higher Education
Association for Learning Development in Higher Education
2025
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa69193 |
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2025-04-01T08:27:39Z |
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2025-05-17T07:23:53Z |
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2025-05-16T13:29:40.4715735 v2 69193 2025-04-01 Incorporating care and compassion into the neoliberal academy b35484cf604604b6d6bc6873677417d1 0000-0002-1288-1488 Sarah Crook Sarah Crook true false 2025-04-01 CACS UK policymakers advocate compassionate pedagogical processes. However, the longstanding commitment to neoliberal higher education principles have produced, and indeed necessitate, inequality, conflict, and a lack of interpersonal care. We argue that compassionate academic processes demand holistic structural and discursive shifts that decentre competitive individualism and foreground care of oneself and others. To do this, we advocate recognition of and resistance to ‘care-less’ neoliberal discourses, with a ‘care-full’ co-production of relational learning environments that are psychologically safe, culturally and emotionally responsive, and structurally accessible. Journal Article Journal of Learning Development in Higher Education 35 35 1 9 Association for Learning Development in Higher Education Journal of Learning Development in Higher Education 1759-667X compassion, neoliberalism, assessment 27 3 2025 2025-03-27 10.47408/jldhe.vi35.1338 COLLEGE NANME Culture and Communications School COLLEGE CODE CACS Swansea University Another institution paid the OA fee ESRC/MRC/AHRC - MR/X002810/1 2025-05-16T13:29:40.4715735 2025-04-01T09:19:00.3726095 Faculty of Humanities and Social Sciences School of Culture and Communication - History Michael Priestley 1 Sarah Crook 0000-0002-1288-1488 2 69193__33914__65b8fbc5fdc54ae889c57604fec7a937.pdf 1338.pdf 2025-04-01T09:26:58.8910757 Output 275138 application/pdf Version of Record true Copyright (c) 2025 Journal of Learning Development in Higher Education. This work is licensed under a Creative Commons Attribution 4.0 International License. true eng https://creativecommons.org/licenses/by/4.0/ |
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Incorporating care and compassion into the neoliberal academy |
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Incorporating care and compassion into the neoliberal academy Sarah Crook |
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Incorporating care and compassion into the neoliberal academy |
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Incorporating care and compassion into the neoliberal academy |
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Incorporating care and compassion into the neoliberal academy |
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Journal of Learning Development in Higher Education |
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UK policymakers advocate compassionate pedagogical processes. However, the longstanding commitment to neoliberal higher education principles have produced, and indeed necessitate, inequality, conflict, and a lack of interpersonal care. We argue that compassionate academic processes demand holistic structural and discursive shifts that decentre competitive individualism and foreground care of oneself and others. To do this, we advocate recognition of and resistance to ‘care-less’ neoliberal discourses, with a ‘care-full’ co-production of relational learning environments that are psychologically safe, culturally and emotionally responsive, and structurally accessible. |
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2025-03-27T17:52:42Z |
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