‘Peacekeepers’ and ‘machine factories’: tracing Graduate Teaching Assistant subjectivity in a neoliberalised university

References

• Academics Anonymous. 2014. “Universities Need to Be Transparent about How They Allocate Teaching Hours.” The Guardian Higher Education Network, October 10. https://www.theguardian.com/higher-education-network/blog/2014/oct/10/graduate-teaching-assistants-universities-transparent-allocate-phd-teaching-hours
   Google Scholar
• Allan, J. 2013. “Foucault and His Acolytes: Discourse, Power and Ethics.” In Social Theory and Education Research. Understanding Foucault, Habermas, Bourdieu and Derrida, edited by M. Murphy, 21–34. Oxon: Routledge.
   Google Scholar
• Archer, L. 2008. “The New Neoliberal Subjects? Young/Er Academics’ Constructions of Professional Identity.” Journal of Education Policy 23 (3): 265–285. doi: 10.1080/02680930701754047.
   Web of Science ®Google Scholar
• Bansel, P. 2015. “The Subject of Policy.” Critical Studies in Education 56 (1): 5–20. doi: 10.1080/17508487.2015.971839.
   Web of Science ®Google Scholar
• Barnett, R. 2011. “The Coming of the Ecological University.” Oxford Review of Education 37 (4): 439–455. doi: 10.1080/03054985.2011.595550.
   Web of Science ®Google Scholar
• Besley, T., and M. A. Peters. 2007. Subjectivity and Truth. Foucault, Education and the Culture of Self. New York: Peter Lang Publishing.
   Google Scholar
• Butler, J. 1997. The Psychic Life of Power: Theories in Subjection. Stanford: Stanford University Press.
   Google Scholar
• Butler, J., and A. Athanasiou. 2013. Dispossession: The Performative in the Political. Cambridge: Polity Press.
   Google Scholar
• Chadha, D. 2013. “Reconceptualising and Reframing Graduate Teaching Assistant (GTA) Provision for a Research-Intensive Institution.” Teaching in Higher Education 18 (2): 205–217. doi: 10.1080/13562517.2012.696537.
   Web of Science ®Google Scholar
• Cho, Y. J., M. Kim, M. D. Svinicki, and M. L. Decker. 2011. “Exploring Teaching Concerns and Characteristics of Graduate Teaching Assistants.” Teaching in Higher Education 16 (3): 267–279. doi: 10.1080/13562517.2010.524920.
   Web of Science ®Google Scholar
• Clarke, J. S. 2014. “Marketing Spend up, but Applications Fail to Follow Suit.” Times in Higher Education, March 20. https://www.timeshighereducation.com/news/marketing-spend-up-but-applications-fail-to-follow-suit/2012107.article
   Google Scholar
• Danaher, G., T. Schirato, and J. Webb. 2000. Understanding Foucault. London: Sage Publications.
   Google Scholar
• Dean, M. 2013. The Signature of Power. Sovereignty, Governmentality and Biopolitics. London: Sage Publications. 10.4135/9781446288313
   Google Scholar
• DfBIS. 2016. “Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice.” White Paper. https://www.gov.U.K./government/publications/higher-education-success-as-a-knowledge-economy-white-paper
   Google Scholar
• Diaz-Bone, R., A. D. Buhrmann, E. G. Rodriguez, W. Schneider, G. Kendall, and F. Tirado. 2008. “The Field of Foucaultian Discourse Analysis: Structures, Developments and Perspectives.” Historical Social Research 33 (1): 7–28.
   Web of Science ®Google Scholar
• Dotger, S. 2011. “Exploring and Developing Graduate Teaching Assistants' Pedagogies via Lesson Study.” Teaching in Higher Education 16 (2): 157–169. doi: 10.1080/13562517.2010.507304.
   Web of Science ®Google Scholar
• Dremel, A., and R. Matic. 2014. “Discourse and/as Social Practice – The Analysis of the Problem of Resistance and Hegemony.” Mediterranean Journal of Social Sciences 5 (22): 155–166. doi: 10.5901/mjss.2014.v5n22p155.
   Google Scholar
• Else, H. 2014. “Huge Variation in Graduate Teaching Assistants Pay.” Times Higher Education, April 24. https://www.timeshighereducation.co.U.K./news/huge-variation-in-graduate-teaching-assistants-pay/2012859.article
   Google Scholar
• Fairbrother, H. 2012. “Creating Space: Maximising the Potential of the Graduate Teaching Assistant Role.” Teaching in Higher Education 17 (3): 353–358. doi: 10.1080/13562517.2012.678601.
   Web of Science ®Google Scholar
• Fairclough, N. 1992. Discourse and Social Change. Cambridge: Polity Press.
   Google Scholar
• Fairclough, N. 2001. Language and Power. 2nd ed. Essex: Pearson Education Limited.
   Google Scholar
• Fanghanel, J. 2012. Being an Academic. London: Routledge.
   Google Scholar
• Fitzmaurice, M. 2013. “Constructing Professional Identity as a New Academic: A Moral Endeavour.” Studies in Higher Education 38 (4): 613–622. doi: 10.1080/03075079.2011.594501.
   Web of Science ®Google Scholar
• Foucault, M. 1972. “History, Discourse and Discontinuity.” Salmagundi 2: 225–248.
   Google Scholar
• Foucault, M. 1982. “The Subject and Power.” In Power. Essential Works of Foucault 1954-1984, edited by J. D. Faubion, 326–348. London: Penguin Group.
   Google Scholar
• Foucault, M. 1983. “The Risks of Security.” In Power. Essential Works of Foucault 1954-1984, edited by J. D. Faubion, 365–381. London: Penguin Group.
   Google Scholar
• Foucault, M. 1984. “The Ethics of the Concern of the Self as a Practice of Freedom.” In Ethics. Essential Works of Foucault 1954-1984, edited by P. Rabinow, 281–301. London: Penguin Group.
   Google Scholar
• Gill, R. 2013. “Breaking the Silence. the Hidden Injuries of the Neoliberal University.” In Secrecy and Silence in the Research Process: Feminist Reflections, edited by R. Ryan-Flood, and R. Gill, 228–244. Oxon: Routledge.
   Google Scholar
• Gill, R. 2014. “Academics, Cultural Workers and Critical Labour Studies.” Journal of Cultural Economy 7 (1): 12–30. doi: 10.1080/17530350.2013.861763.
   Web of Science ®Google Scholar
• Gill, R., and N. Donaghue. 2016. “Resilience, Apps and Reluctant Individualism: Technologies of Self in the Neoliberal Academy.” Women's Studies International Forum 54: 91–99. doi: 10.1016/j.wsif.2015.06.016.
   Web of Science ®Google Scholar
• Gonzales, L. D., E. Martinez, and C. Ordu. 2013. “Exploring Faculty Experiences in a Striving University through the Lens of Academic Capitalism.” Studies in Higher Education 39 (7): 1097–1115. doi: 10.1080/03075079.2013.777401.
   Web of Science ®Google Scholar
• Graham, L. J. 2011. “The Product of Text and "Other" Statements: Discourse Analysis and the Critical Use of Foucault.” Educational Philosophy and Theory 43 (6): 663–674. doi: 10.1111/j.1469-5812.2010.00698.x.
   Web of Science ®Google Scholar
• Grove, J. 2016. “Princely Sums.” Times Higher Education 2 (255): 35–47.
   Google Scholar
• Heijstra, T. M., F. S Steinthorsdóttir, and T. Einarsdóttir. 2016. “Academic Career Making and the Double-Edged Role of Academic Housework.” Gender and Education. 1–17. Advance online publication. doi: 10.1080/09540253.2016.1171825.
   Google Scholar
• Jankowski, N., and S. Provezis. 2014. “Neoliberal Ideologies, Governmentality and the Academy: An Examination of Accountability through Assessment and Transparency.” Educational Philosophy and Theory 46 (5): 475–487. doi: 10.1080/00131857.2012.721736.
   Web of Science ®Google Scholar
• Leathwood, C., and B. Read. 2013. “Research Policy and Academic Performativity: Compliance, Contestation and Complicity.” Studies in Higher Education 38 (8): 1162–1174. doi: 10.1080/03075079.2013.833025.
   Web of Science ®Google Scholar
• Lehn-Christiansen, S. 2011. “Health Promotion Viewed as Processes of Subjectification in the Education of Danish Social and Healthcare Workers.” Journal of Social Work Practice: Psychotherapeutic Approaches in Health, Welfare and the Community 25 (3): 311–322. doi: 10.1080/02650533.2011.597178.
   Web of Science ®Google Scholar
• Matthews, D. 2013. “University Student Marketing Spend up 22%.” Times Higher Education, February 7. https://www.timeshighereducation.com/news/university-student-marketing-spend-up-22/2001356.article
   Google Scholar
• Muzaka, V. 2009. “The Niche of Graduate Teaching Assistants (GTAs): Perceptions and Reflections.” Teaching in Higher Education 14 (1): 1–12. doi: 10.1080/13562510802602400.
   Web of Science ®Google Scholar
• Naidoo, R., and J. Williams. 2015. “The Neoliberal Regime in English Higher Education: Charters, Consumers and the Erosion of the Public Good.” Critical Studies in Education 56 (2): 208–223. doi: 10.1080/17508487.2014.939098.
   Web of Science ®Google Scholar
• Natanel, K. 2017. “On Becoming ‘Bad Subjects’: Teaching to Transgress in Neoliberal Education.” In Being an Early Career Feminist Academic in a Changing Academy. Global Perspectives, Experiences, and Challenges, edited by R. Thwaites, and A. Pressland, 239–253. London: The Palgrave Macmillan. 10.1057/978-1-137-54325-7
   Google Scholar
• NUS. 2013. Postgraduates Who Teach. https://www.nus.org.U.K./Global/1654-NUS_PostgradTeachingSurvey_v3.pdf
   Google Scholar
• O'Shea, S., P. Lysaght, J. Roberts, and V. Harwood. 2016. “Shifting the Blame in Higher Education – Social Inclusion and Deficit Discourses.” Higher Education Research & Development 35 (2): 322–336. doi: 10.1080/07294360.2015.1087388.
   Web of Science ®Google Scholar
• Park, C. 2002. “Neither Fish Nor Fowl? The Perceived Benefits and Problems of Using Graduate Teaching Assistants (GTAs) to Teach Undergraduate Students.” Higher Education Review 35 (1): 50–62.
   Google Scholar
• Park, C., and M. Ramos. 2002. “The Donkey in the Department? Insights into the Graduate Teaching Assistant (GTA) Experience in the U.K..” Journal of Graduate Education 3: 47–53.
   Google Scholar
• Patsarika, M. 2014. “New Capitalism, Educational Modernisation and the New Role of the Professional Student.” Discourse: Studies in the Cultural Politics of Education 35 (4): 527–539. doi: 10.1080/01596306.2013.871224.
   Web of Science ®Google Scholar
• Peters, M. A. 2012. “Neoliberalism, Education and the Crisis of Western Capitalism.” Policy Futures in Education 10 (2): 134–141. doi: 10.2304/pfie.2012.10.2.134.
   Google Scholar
• Peters, M. A., and M. Olssen. 2005. “'Useful Knowledge': Redefining Research and Teaching in the Learning Economy.” In Reshaping the University. New Relationships between Research, Scholarship and Teaching, edited by R. Barnett, 37–48. Maidenhead: Open University Press.
   Google Scholar
• Poole, B. 2010. “Commitment and Criticality: Fairclough's Critical Discourse Analysis Evaluated.” International Journal of Applied Linguistics 20 (2): 137–155. doi: 10.1111/j.1473-4192.2009.00234.x.
   Google Scholar
• Pritchard, R. 2005. “Education Staff and Students under Neoliberal Pressure: A British-German Comparison.” Beiträge Zur Hochschulforschung 4 (27): 6–29.
   Google Scholar
• Raaper, R. 2016. “Academic Perceptions of Higher Education Assessment Processes in Neoliberal Academia.” Critical Studies in Education 57 (2): 175–190. doi: 10.1080/17508487.2015.1019901.
   Web of Science ®Google Scholar
• Regnö, K. 2017. “Challenges to Feminist Solidarity in the Era of New Public Management.” In Being an Early Career Feminist Academic in a Changing Academy. Global Perspectives, Experiences, and Challenges, edited by R. Thwaites, and A. Pressland, 169–194. London: The Palgrave Macmillan. 10.1057/978-1-137-54325-7
   Google Scholar
• Russell Group. 2015. About Us. https://www.russellgroup.ac.U.K./about-russell-group
   Google Scholar
• Svensson, G., and G. Wood. 2007. “Are University Students Really Customers? When Illusion May Lead to Delusion for All!.” International Journal of Educational Management 21 (1): 17–28. doi: 10.1108/09513540710716795.
   Google Scholar
• TamboU.K.ou, M. 2012. “Truth Telling in Foucault and Arendt: Parrhesia, the Pariah and Academics in Dark times.” Journal of Education Policy 27 (6): 849–865. doi: 10.1080/02680939.2012.694482.
   Web of Science ®Google Scholar
• The Res-Sisters. 2017. “’I’m an Early Career Feminist Academic: Get Me out of Here?’ Encountering and Resisting the Neoliberal Academy.” In Being an Early Career Feminist Academic in a Changing Academy. Global Perspectives, Experiences, and Challenges, edited by R. Thwaites, and A. Pressland, 267–284. London: The Palgrave Macmillan.
   Google Scholar
• Thwaites, R., and A. Pressland. 2017. “Introduction: Being an Early Career Feminist Academic in a Changing Academy.” In Being an Early Career Feminist Academic in a Changing Academy. Global Perspectives, Experiences, and Challenges, edited by R. Thwaites, and A. Pressland, 1–27. London: The Palgrave Macmillan. 10.1057/978-1-137-54325-7
   Google Scholar
• UCU. 2016a. Precarious Work in Higher Education. November 2016 Update. https://www.ucu.org.U.K./stampout
   Google Scholar
• UCU. 2016b. Making a Difference. https://www.ucu.org.U.K./socc-casestudies
   Google Scholar
• UCU. 2017a. About. https://www.ucu.org.U.K./article/1685/About-UCU
   Google Scholar
• UCU. 2017b. Stamp out Casual Contracts. https://www.ucu.org.U.K./stampout
   Google Scholar
• Winstone, N., and D. Moore. 2016. “Sometimes Fish, Sometimes Fowl? Liminality, Identity Work and Identity Malleability in Graduate Teaching Assistants.” Innovations in Education and Teaching International. 1–9. Advance online publication. doi: 10.1080/14703297.2016.1194769.
   Web of Science ®Google Scholar