Conceptualising the epistemic dimension of academic identity in an age of Neo-liberalism

摘要: This paper explores the epistemic dimension of neoliberalism in context higher education. Much critical commentary depicts negatively terms knowledge commodification, marketisation, productivity agendas, accountability regimes, bureaucratisation, economic rationalism and micro-managerialism. The offers a conceptual model (Binary Epistemic Model) to theorise implicit conflict between some academic identities neoliberal paradigm. is used support paradoxical two-part thesis: (1) that neoliberalism, its naive form, threat necessary epistemological diversity academy, (2) has space, albeit contested for ways knowing. premise it dialectical evaluativistic way understanding influence academy.