Entrepreneurialism and critical pedagogy: reinventing the higher education curriculum

@article{citeulike:1457367, abstract = {This paper presents an analysis of the ways in which UK higher education (HE) has become increasingly commercialised and commodified in the post-1980s. It critiques the strategies adopted by successive UK governments to reinvigorate the relationship between educational and economic life, and to facilitate a more corporate and entrepreneurial spirit within the academy in line with the pressures of a \‘knowledge-based economy\’. Arguing for a more critical exploration of teaching and learning within HE, the paper presents evidence from work carried out by the Reinvention Centre for Undergraduate Research, a Centre for Excellence in Teaching in Learning (CETL) which adopts a research-based learning approach to teaching and learning at undergraduate level. Within the context of ongoing debates surrounding the relationship between teaching, learning and research in UK HE, the paper advocates a reinvention of curriculum design through an engagement with the broader principles of critical pedagogy, and in so doing, presents a critical engagement with the commercialisation of HE.}, author = {Lambert, Cath and Parker, Andrew and Neary, Michael }, citeulike-article-id = {1457367}, doi = {10.1080/13562510701415672}, journal = {Teaching in Higher Education}, keywords = {education}, number = {4}, pages = {525--537}, posted-at = {2007-07-15 10:12:56}, priority = {2}, publisher = {Routledge}, title = {Entrepreneurialism and critical pedagogy: reinventing the higher education curriculum}, url = {http://dx.doi.org/10.1080/13562510701415672}, volume = {12}, year = {2007} }

TY - JOUR ID - citeulike:1457367 L3 - citeulike-article-id:1457367 TI - Entrepreneurialism and critical pedagogy: reinventing the higher education curriculum JF - Teaching in Higher Education VL - 12 IS - 4 SP - 525 EP - 537 PB - Routledge N2 - This paper presents an analysis of the ways in which UK higher education (HE) has become increasingly commercialised and commodified in the post-1980s. It critiques the strategies adopted by successive UK governments to reinvigorate the relationship between educational and economic life, and to facilitate a more corporate and entrepreneurial spirit within the academy in line with the pressures of a ‘knowledge-based economy’. Arguing for a more critical exploration of teaching and learning within HE, the paper presents evidence from work carried out by the Reinvention Centre for Undergraduate Research, a Centre for Excellence in Teaching in Learning (CETL) which adopts a research-based learning approach to teaching and learning at undergraduate level. Within the context of ongoing debates surrounding the relationship between teaching, learning and research in UK HE, the paper advocates a reinvention of curriculum design through an engagement with the broader principles of critical pedagogy, and in so doing, presents a critical engagement with the commercialisation of HE. KW - education AU - Lambert, Cath AU - Parker, Andrew AU - Neary, Michael PY - 2007/// UR - http://dx.doi.org/10.1080/13562510701415672 ER -