Abstract
This chapter explores the role of “radical reflexivity” in the way
academics make meaning of their career development (CD) choices and
prospects within the contested power relationships of higher education
(HE). The wider pervading managerialist academic landscape provides the
context within which our research is embedded and labour process theory
(LPT) is drawn on as an underpinning theoretical framework, and this is
discussed in the next section. The chapter moves on to outline academic
perspectives on reflexivity and radical reflexivity, and to consider the
relevance of these in the development and management of academic
careers. We (the authors) have made reference to our previous research
relating to academics within the UK “new university” (also referred to as
“post-’92 university”) environment. We have also included our personal
reflections of being academics based in a UK new university as a means of
introducing our own reflexivity and radical reflexivity within this context.
We argue this demonstrates some form of “double hermeneutic”, or our
“interpretation of the experience of both the participant and the
researcher” (Leary et al. 2010, 58), and acknowledgement of our
identification with the focus of our research.
Cunliffe (2003, 983) proposes that rad
Original language | English |
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Title of host publication | Realising Critical HRD Stories of Reflecting, Voicing, and Enacting Critical Practice |
Editors | Jamie L. Callahan, Jim Stewart, Clare Rigg, Sally Sambrook, Kiran Trehan |
Place of Publication | Newcastle-upon-Tyne |
Publisher | Cambridge Scholars Publishing |
ISBN (Print) | 978-1-4438-8020-6, 1-4438-8020-5 |
Publication status | Published - 1 Sep 2015 |