Is the idea of the liberal university dead, has the postmodern university any chance of being emancipatory, has the theory-practice divide merely collapsed in an era of ‘new knowledge work’, or has the university just become one aspect of market states and global capitalism? Knowledge-based economies locate universities as central to the commodification and management of knowledge, while at the same time the legitimacy of the university and the academic as knowledge producers is challenged by postmodernist, feminist, post-colonial and indigenous claims within a wider trend towards the ‘democratisation of knowledge’ and a new educational instrumentalism and opportunism. What becomes of the educational researcher, and indeed their professional organisations, in this changing socio-political and economic scenario? Is our role one of policy service, policy critique, technical expert or public intellectual? In particular what place is there for feminist public intellectuals in a so-called era of postfeminism and public-private convergence? The paper draws on feminist and critical perspectives to mount a case for the importance of the public intellectual in the performative postmodern university.
This is a preview of subscription content, access via your institution.
Buy single article
Instant access to the full article PDF.
Tax calculation will be finalised during checkout.
Subscribe to journal
Immediate online access to all issues from 2019. Subscription will auto renew annually.
Tax calculation will be finalised during checkout.
Allen, M. and T. Castleman (2001) Fighting the pipeline fallacy, in A. Brooks and A. McKinnon, eds.,Gender and the Restructured University: Changing Management and Culture in Higher Education, Open University Press, Buckingham.
Allport, C. (2001) Research report,NTEU Advocate, September, pp. 8–9.
Association of Australian Philosophers (2001)Submission to the Senate Committee on the Adequacy of Funding for Higher Education, DEST, Canberra.
Atkinson, E. (2000a) Critical dissonance and critical schizophrenia: the struggle between policy delivery and policy critique,Research Intelligence, vol. 73, pp. 14–16.
Atkinson, E. (2000b) In defence of ideas, or why ‘what works’ is not enough,British Journal of Sociology, vol. 21, no. 3, pp. 318–30.
Australian Association of Research in Education (2002)Submission to Crossroads Review of Higher Education, available at http://www.aare.edu.au
Bacchi, C. (2001) Managing equity: mainstreaming and diversity in Australian universities, in A. Brooks and A. McKinnon, eds.,Gender and the Restructured University: Changing Management and Culture in Higher Education, Open University Press, Buckingham.
Ball, S. (2000) Performativities and fabrications in the education economy: towards a performative society?Australian Educational Researcher, vol. 27, no. 2, pp. 1–25.
Barnett, R. (1997)Higher Education: A Critical Business, Open University Press, Buckingham.
Barnett, R. and A. Griffin, eds. (1997)The End of Knowledge in Higher Education, Cassell, London.
Batterham, R. (2000)The Chance to Change: Discussion paper by the Chief Scientist, viewed 25 August 2000, available at http://www.isr.gov.au/science/review/thechance.html
Baudrillard, J. (1983)In the Shadow of the Silent Majorities —or, The End of the Social, trans. P. Foss, P. Patton and J. Johnston, Semiotext(e), New York.
Beck, U. (1992)A Risk Society, Polity Press, Cambridge.
Bessant, B. and A. Holbrook (1995)Reflections on Educational Research in Australia: A history of AARE, AARE and Coldstream Press, Coldstream.
Blackmore, J. (2000) Gender and education policy in the context of globalisation, in N. Burbules and C. Torres, eds.Globalisation and Education: Issues: Critical Perspectives, Routledge, New York.
Blackmore, J. (2001) Universities in crisis? Knowledge economies, emancipatory pedagogies and the critical intellectual,Educational Theory, vol. 51, no. 3, pp. 353–72.
Blackmore, J. (2002) Is it only ‘what works’ that ‘counts’ in new knowledge economies? The trend towards evidence-based practice and its implications for educational research and teacher education in Australia,Social Theory and Policy, vol. 1, no. 3, pp. 257–66.
Blackmore, J. and J. Sachs (2001) Women leaders in the restructured university, in A. Brooks and A. McKinnon, eds.,Gender and the Restructured University: Changing Management and Culture in Higher Education, Open University Press, Buckingham.
Blackmore, J. and J. Sachs (2000) Paradoxes of leadership and management in higher education: some Australian reflections,International Journal of Leadership in Education, vol. 3, no. 1, pp.1–16.
Blackmore, J. and J. Sachs (2003) Managing gender equity in the performative university,Australian Feminist Studies, vol. 3, no. 1, pp. 1–16.
Blackmore, J. and S. Thorpe (in press) Media/ting change: the role of print-based media in school reform in Victoria, Australia,Journal of Education Policy.
Bloland, H. (1995) Postmodernism and higher education,Journal of Higher Education, vol. 66, no. 5, pp. 521–70.
Bourdieu, P. (1996)On Television, The New Press, New York.
Bourdieu, P. and L. Wacquant (1992)An Invitation to Reflexive Sociology, University of Chicago Press, Chicago.
Brint, S. (1994)In an Age of Experts: The Changing Role of Professionals in Politics and Public Life, Princeton University Press, Princeton.
British Educational Research Association (2001) Proposal for a national forum for educational development of teachers, politicians and researchers which informs parliamentary debate and public discussion,Research Intelligence, vol. 73, pp. 10–11.
Bunda, T. and G. McConville (2002) Indigenous higher education: myths, cuts and obvious decline,Campus Review, May, pp. 5–7.
Calas, M. and L. Smircich (2001) Introduction: does the house of knowledge have a door?Organisation, vol. 8, no. 2, pp. 147–49.
Chifley Research Centre (2001)Report of the Knowledge Nation Task Force, Chifley Research Centre, Canberra, available at http://www.alp.org.au/kn/
Collins, P. H. (2000) What’s going on? Black feminist thought and the politics of postmodernism, in E. St Pierre and W. Pillow, eds.,Working the Ruins: Feminist Post-Structural Theory and Methods in Education, Routledge, London and New York.
Currie, J. and B. Thiele (2001) Globalisation and gendered work cultures in universities, in A. Brooks and A. McKinnon, eds.,Gender and the Restructured University: Changing Management and Culture in Higher Education, Open University Press, Buckingham.
Delanty, G. (2001) The university in the knowledge society,Organisation, vol. 8, no. 2, pp. 149–54.
Department of Education, Training and Youth Affairs (DETYA) (1999)New Knowledge, New Opportunities: A Discussion Paper on Higher Education Research and Research Training, CGPS, Canberra.
DETYA (2001a)Backing Australia’s Ability, CGPS, Canberra.
DETYA (2001b)The Impact of Educational Research on Policy and Practice, CGPS, Canberra.
Fendler, L. (1999) Making trouble: prediction, agency and critical intellectuals, in T. Popkewitz and L. Fendler, eds.,Changing Terrains of Knowledge and Politics, Routledge, New York and London.
Fraser, N. (1997)Justice Interruptus, Polity Press, Oxford.
Hoare, Q. and G. Nowell Smith, eds. (1971)Selection from Prison Notebooks of Antonio Gramsci, Lawrence and Wishart, London.
Kennedy, M. (1997) The connection between research and practice,Educational Researcher, vol. 26, no. 7, October, pp. 4–12.
Lingard, B. and F. Rizvi (1997) The OECD and Australian education, in J. Currie and J. Newsom, eds.,Universities and Globalisation: Critical Perspectives, Sage, London.
Lyotard, J.-F. (1984)The Postmodern Condition: A Report on Knowledge, Manchester University Press, Manchester.
Marginson, S., ed. (2001)Investment in Social Capital: Postgraduate Training in the Social Sciences in Australia, Academy of the Social Sciences, Canberra.
Marginson, S. and M. Consindine (2001)The Enterprise University: Power, Governance and Reinvention in Australia, Cambridge University Press, Melbourne.
McNay, L. (2000)Gender and Agency: Reconfiguring the Subject in Feminist and Social Theory, Polity Press, Oxford.
McWilliam, E. (2000) Laughing within reason: on pleasure, women and academic performance, in E. St Pierre and W. Pillow, eds.,Working the Ruins: Feminist Poststructural Theory and Methods in Education, Routledge, London and New York.
Mohanty, C. (1989) On race and voice: challenges for liberal education in the 1990’s,Cultural Critique, no. 14, Winter, pp. 179–208.
Moreton-Robinson, A. (2000)Talkin’ up to the White Woman: Indigenous Women and Feminism, University of Queensland Press, St Lucia.
Morley, L. (2001) Subjected to review: engendering quality and power in higher education. Paper presented at the Third International Gender and Education Conference, University of London. London, July.
Nelson, B. (2002)Higher Education at the Crossroads: An Overview Paper, Department of Education, Science and Technology, Canberra.
Nussbaum, M. (1998) Public philosophy and international feminism,Ethics, vol. 108, pp. 770–804.
Rhoades, G. and S. Slaughter (1998) Academic capitalism, managed professionals and supply-side higher education, in M. Randy, ed.,Chalklines: The Politics of Work in the Managed University, Duke University Press, Durham and London.
Said, E. (2001) The public role of writers and intellectuals, Deakin Lectures, ABC National, May, available at http://www.abc.net.au/rn/deakin/stories/s299210.htm
Scott, P. (1997) The crisis of knowledge and the massification of higher education, in R. Barnett and A. Griffin, eds. (1997)The End of Knowledge in Higher Education, Cassell, London.
Sheehan, P. and M. Poole (2002) Asserting the value of the social science and humanities to Australia’s future,Dialogue, vol. 21, no. 2, pp. 56–8.
Siraj-Blatchford, I. (1995) Critical social research and the academy: the role of organic intellectuals in educational research,British Journal of Sociology of Education, vol. 16, no. 2, pp. 205–20.
Slaughter, S. and J. Leslie (1998)Academic Capitalism: Politics, Policy and the Entrepreneurial University, John Hopkins University Press, Baltimore.
Strathern, M., ed. (2000)Audit Cultures: Anthropological Studies in Accountability, Ethics and the Academy, Routledge, London.
Taylor, A. (1996) Education for democracy: assimilation or emancipation for Aboriginal Australians,Comparative Education Review, vol. 40, no. 4, pp. 426–38.
Thomson, P. (2002) Poverty, education and Radio Gaga: the politics of evidence. Paper presented at the European Conference on Educational Research. Lisbon, 11–14 September.
Tsolidis, G. (1996) Where have all the banners gone? Teaching to a feminist politics within the academy,Discourse, vol. 17, no. 2, pp. 271–87.
Vidovich, L. and J. Currie (1998)Universities and Globalisation: Critical Perspectives, Sage, Thousand Oaks, CA.
Wallerstein, I. et al. (1996)Open the Social Sciences: Report of the Gulbenkian Commission on the Restructuring of the Social Sciences, Stanford University Press, Stanford.
Willinsky, J. (2002) Democracy and education: the missing link may be ours,Harvard Educational Review, vol. 72, no. 3, pp. 367–92.
Willinsky, J. (2000) Strategic education research: the public value of research,Educational Researcher, vol. 30, no. 1, pp. 5–14.
Wortham, S. (1999)Rethinking the University: Leverage and Deconstruction, Manchester University Press, Manchester and New York.
Yeatman, A. (1998)Activism in the Policy Process, Allen and Unwin, Sydney.
About this article
Cite this article
Blackmore, J. Tracking the nomadic life of the educational researcher: What future for feminist public intellectuals and the performative university?. Aust. Educ. Res. 30, 1–24 (2003). https://doi.org/10.1007/BF03216795
- Educational Research
- Academic Freedom
- Educational Researcher
- Public Intellectual
- Policy Critique