Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement

:  This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, e...

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Bibliographic Details
Published in:Antipode 2012-03, Vol.44 (2), p.343-364
Main Authors: Gregson, Nicky, Watkins, Helen, Broughton, Lindsey, Mackenzie, Julie, Shepherd, Juanita
Format: Article
Language:English
Subjects:
Accountability
Communication
Education systems
Human geography
impact
Neoliberalism
public engagement
public scholarship
Reflexivity
schools
Social participation
United Kingdom
Universities
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Summary::  This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year‐long research‐based collaboration with school teachers and their students involving performance work and the development of decision‐making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value
ISSN:0066-4812
1467-8330
DOI:10.1111/j.1467-8330.2010.00839.x