Response-ability: re-e-valuing shameful measuring processes within the Australian Academy

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Abstract

Evaluative practices dominate contemporary conditions of existence for academics in higher education. These measures are reductive and limit knowledge-making capacity. This chapter considers the concept of evaluation (linked to measurement) as dynamic and of consequence. In an experimental methodological approach, we read ‘evaluation’ through two of our own personally stultifying and shameful encounters within the Australian academy. This critique does not simply oppose evaluative methods but opens up a discussion that allows the conceptualisation of evaluation as mattering otherwise. We promote an ethics of affect in relation to the performance of academics as knowledge makers by considering ways consequences of practices are always co-constituted. Evaluation processes are re-conceptualised response-ably, to build capacity for a diversity of knowledges and to matter otherwise.
Original languageEnglish
Title of host publicationTime and Space in the Neoliberal University
Subtitle of host publicationFutures and Fractures in Higher Education
EditorsMaddie Breeze, Yvette Taylor, Kristina Costa
Place of PublicationCham Switzerland
PublisherPalgrave Macmillan
Pages277-298
Number of pages22
Edition1st
ISBN (Electronic)9783030152468
ISBN (Print)9783030152451
DOIs
Publication statusPublished - 13 Jun 2019

Keywords

  • Ethics
  • Karen Barad
  • response-ability
  • Higher Education

Cite this

Wolfe, M. J., & Mayes, E. (2019). Response-ability: re-e-valuing shameful measuring processes within the Australian Academy. In M. Breeze, Y. Taylor, & K. Costa (Eds.), Time and Space in the Neoliberal University: Futures and Fractures in Higher Education (1st ed., pp. 277-298). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-15246-8_12