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Higher Education, States of Precarity and Conflict in the 'Global North' and 'Global South': UK, Hungary, South Africa, and Turkey

“北半球”和“南半球”的高等教育、不稳定状态和冲突：英国、匈牙利、南非和土耳其

基本信息

批准号：
ES/T015519/1
负责人：
Jo-Anne Dillabough
金额：
$ 78.23万
依托单位：
University of Cambridge
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT015519%2F1
关键词：
Higher Education States Precarity Conflict

项目摘要

An unprecedented combination of transnational political pressures, conflicts, and policy reforms are today weighing on higher education (HE) institutions, threatening their shared promise to support the public good. Recent research shows that HE is under threats from public sector cuts and the breakup of supra-national governance structures, imperilling HE public missions, academic freedom, and professional integrity. Simultaneously, resurgent nationalisms, populist movements, and forced human displacement impinge on HE's capacity to ameliorate political instability. These developments have coincided with rising political pressures on HE from structurally disadvantaged minorities, particularly over lack of HE access or the curtailing of the social mobility that drove post-war HE aspirations. This constellation of pressures has created a sense of crisis for higher education around the world. Yet little is known empirically about how threats to HE's autonomy and its public mission are manifested cross-nationally in HE contexts across the globe.There is now an urgent need for systematic comparative investigation of how these pressures and their potentially unpredictable outcomes are affecting higher education institutions and their capacity to fulfil their public missions and civic responsibilities. A recent call by the British Academy has identified education and learning in crises as one of its new strategic aims in response to the rapidly changing political character of nation-states. Our project responds directly to such strategic aims, taking HE and conflict as a primary focus, thereby clarifying threats and risks, both present and future, to HE's mission integrity, its autonomy, its capacity for reducing conflict, enhancing learning and building public trust.This three-year ESRC study will assess these pressures and outcomes for HE public missions through a comparative investigation across four national contexts: the UK, Hungary, South Africa and Turkey. These four states are nominally 'democratic', but each is also undergoing different 'crises of the state', recasting public missions in different ways. The study will explore, across time, the articulations of such crises with changes in the 'public mission' and institutional autonomy of HE. The project will: 1) identify historical and contemporary political, cultural and transnational HE pressures; 2) investigate how such pressures impact understandings of university missions; and, 3) illuminate the experiences of, and responses to, these pressures on the part of HE actors and civic groups. Methodologically, we will undertake comparative case studies that bring together rich sets of empirical data, including: historical and archival policy documents; quantitative profiles of institutional demographics; records of academic dismissals and other threats to academic freedom; a netnography tracing the presentation of universities in news sources and social media; and interviews and focus groups at two universities in each of the formal case study sites. Through comparative analysis, this project will generate new policy insights to inform stakeholders in defending the university's role in promoting democratic pluralism, pursuing independent knowledge production, and contributing to social mobility. To achieve this, the project will develop a comparative knowledge base to identify global and local threats to HE integrity as an educational space contributing to: conflict reduction; civic stability and development; the assurance of social mobility; new methodological and conceptual models addressing the risks that such conflicts pose for the integrity of HE. Key beneficiaries include actors involved with public mission activities, such as academic managers, student unions, public mission professionals, and civic actors. Beneficiaries will have access to an evidentiary base to advance policy reforms to mitigate negative pressures on HE, including the exigencies of war.

跨国政治压力，冲突和政策改革的前所未有的组合今天正在给高等教育机构带来压力，威胁着他们支持公共利益的共同承诺。最近的研究表明，高等教育正受到公共部门削减和超国家治理结构解体的威胁，危及高等教育的公共使命，学术自由和职业诚信。与此同时，民族主义、民粹主义运动和被迫的人口流离失所也影响了高等教育改善政治不稳定的能力。这些发展与结构上处于不利地位的少数群体对高等教育的政治压力不断上升相吻合，特别是缺乏高等教育机会或限制推动战后高等教育愿望的社会流动性。这一系列的压力使世界各地的高等教育产生了危机感。然而，很少有人知道经验如何威胁到高等教育的自主性和公共使命是表现在跨国高等教育背景下在地球仪。现在是一个迫切需要系统的比较调查，这些压力及其潜在的不可预测的结果是如何影响高等教育机构和他们的能力，以履行其公共使命和公民责任。英国科学院最近的一项呼吁将危机中的教育和学习确定为应对民族国家迅速变化的政治特征的新战略目标之一。我们的项目直接响应这些战略目标，以高等教育和冲突为主要焦点，从而澄清威胁和风险，无论是现在还是未来，以高等教育的使命完整性，其自主性，其减少冲突的能力，加强学习和建立公众信任。这项为期三年的ESRC研究将评估这些压力和结果，高等教育公共使命通过比较调查在四个国家的背景：英国、匈牙利、南非和土耳其。这四个国家名义上是“民主”的，但每个国家都经历着不同的“国家危机”，以不同的方式重塑公共使命。这项研究将探讨，随着时间的推移，这种危机的变化，在“公共使命”和高等院校的自主性的关节。该项目将：1）确定历史和当代的政治，文化和跨国他的压力; 2）调查这些压力如何影响大学的使命的理解;和，3）照亮的经验，并响应，这些压力的一部分，他的演员和民间团体。在方法上，我们将进行比较案例研究，汇集丰富的经验数据集，包括：历史和档案政策文件;机构人口统计的定量概况;学术解雇和其他对学术自由的威胁的记录;追踪大学在新闻来源和社交媒体中的呈现的网络图;以及在每个正式案例研究网站的两所大学的访谈和焦点小组。通过比较分析，该项目将产生新的政策见解，为利益攸关方提供信息，以捍卫大学在促进民主多元化、追求独立知识生产和促进社会流动方面的作用。为了实现这一目标，该项目将开发一个比较知识库，以确定全球和地方的威胁，高等教育的完整性作为一个教育空间，有助于：减少冲突;公民的稳定和发展;社会流动性的保证;新的方法和概念模型，解决风险，这种冲突对高等教育的完整性。主要受益者包括参与公共使命活动的行为者，如学术管理人员、学生会、公共使命专业人员和民间行为者。受益人将有机会获得证据基础，以推进政策改革，减轻对高等教育的负面压力，包括战争的紧迫性。