2023/07/14 by Fisher, Lianne, McGray, Robert, Shickluna, Dawn
paper · doi:10.11575/jet.v56i1.77673
Abstract: We examine the ways in which care ethics decenter dominant technologies of the self (Foucault, 1997) that mediate markers of so-called good pedagogy in postsecondary teaching. By this, we refer to the cadre of artefacts that legitimize neoliberal institutions and fetishize achievements of individuals such as course evaluations and the use of teaching dossiers in some circumstances. These artefacts punish counter-hegemonic teaching practices while privileging dominant approaches to teaching and learning and smuggle in subtle ethics of accountability and surveillance. We wish to draw out the ways in which postsecondary institutional practices can be technologies of the self (Foucault, 1997) and ask: If we make a care ethic central to a way of working in postsecondary education, are there opportunities for care of the self, beyond production agendas?