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Educational Philosophy and Theory Volume 50, 2018 - Issue 11: Special Issue of Submissions from European Liberal Education Student Conference
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Articles

The incompatibility of neoliberal university structures and interdisciplinary knowledge: A feminist slow scholarship critique

Brita BerglandDevelopment Studies at the Oxford Department of International Development, University of Oxford, Oxford, UK;King’s College London, London, UKCorrespondence[email protected]
Pages 1031-1036 | Published online: 17 Jul 2017

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Derek Hall. (2023) On ‘blind spots’ in (international) political economy. Review of International Political Economy 30:1, pages 384-399.
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Ling Wang & Etienne Woo. (2022) We are stuck in the middle: intercultural adjustments and adaptations of Western-educated mainland PhD students at one Hong Kong university. Asia Pacific Journal of Education 0:0, pages 1-15.
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Kathy Hamilton & Holly Porteous. (2022) Some reflections on interdisciplinary CCT research: field boundaries, social impact and the semantics of consumer vulnerability. Journal of Marketing Management 38:1-2, pages 145-157.
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Andrew Glover, Yolande Strengers & Tania Lewis. (2017) The unsustainability of academic aeromobility in Australian universities. Sustainability: Science, Practice and Policy 13:1, pages 1-12.
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Summer Sullivan. (2023) Ag-tech, agroecology, and the politics of alternative farming futures: The challenges of bringing together diverse agricultural epistemologies. Agriculture and Human Values 40:3, pages 913-928.
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Paloma Puente-Lozano. (2023) History and philosophy of geography I: Heterodox progress, critical scepticism and intellectual voluminosity. Progress in Human Geography 47:3, pages 447-459.
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Maryam Nastar. (2023) A Critical Realist Approach to Reflexivity in Sustainability Research. Sustainability 15:3, pages 2685.
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Fouad Bou Zeineddine, Rim Saab, Barbara Lášticová, Arin H. Ayanian & Anna Kende. (2022) “Unavailable, insecure, and very poorly paid”: Global difficulties and inequalities in conducting social psychological research. Journal of Social and Political Psychology 10:2, pages 723-742.
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Lauren Gurrieri, Andrea Prothero, Shona Bettany, Susan Dobscha, Jenna Drenten, Shelagh Ferguson, Stacey Finkelstein, Laura McVey, Nacima Ourahmoune, Laurel Steinfield & Linda Tuncay Zayer. (2022) Feminist academic organizations: Challenging sexism through collective mobilizing across research, support, and advocacy. Gender, Work & Organization.
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Marcus Harmes. (2022) Humanities and the Politics of Higher Education in 1980s Popular Culture. History of Humanities 7:2, pages 279-303.
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Victoria Vázquez Verdera & Juan Escámez Sánchez. (2022) Universidad y sostenibilidad social desde la ética del cuidado. Teoría de la Educación. Revista Interuniversitaria 34:2, pages 141-158.
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Geoffrey DeVerteuil. (2022) Slow scholarship, the slow city, and counter-visual practices. Environment and Planning F 1:2-4, pages 226-249.
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Carla M. Rice, Chelsea Temple Jones & Ingrid Mündel. (2022) Slow Story-Making in Urgent Times. Cultural Studies ↔ Critical Methodologies 22:3, pages 245-254.
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Kirstie O’Neill & Charlotte Sinden. (2021) Universities, Sustainability, and Neoliberalism: Contradictions of the Climate Emergency Declarations. Politics and Governance 9:2, pages 29-40.
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Susan Crowther, Doreen Balabanoff, Lesley Kay & Jenny Hall. (2021) Using a virtual platform for an asynchronous co-operative inquiry. Action Research, pages 147675032110047.
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Briony LiptonBriony Lipton. 2020. Academic Women in Neoliberal Times. Academic Women in Neoliberal Times 117 164 .
Malcolm Tight. (2019) The neoliberal turn in Higher Education. Higher Education Quarterly 73:3, pages 273-284.
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Alexandra M. Gormally, Kirstie O’Neill, Michael D. Hazas, Oliver E.G. Bates & Adrian J. Friday. (2019) ‘Doing good science’: The impact of invisible energy policies on laboratory energy demand in higher education. Energy Research & Social Science 52, pages 123-131.
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Catherine LyallCatherine Lyall. 2019. Being an Interdisciplinary Academic. Being an Interdisciplinary Academic 91 109 .
Catherine LyallCatherine Lyall. 2019. Being an Interdisciplinary Academic. Being an Interdisciplinary Academic 75 90 .

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