Et si l’évaluation des étudiants, qui semble si naturelle, était ce qui détruit leur potentiel et leur créativité ? Et si y trouver des alternatives était une manière de saper les fondements de la marchandisation de l’enseignement ?
Une analyse par un professeur canadien.
Intervention – Where’s our agency? The role of grading in the neoliberalization of public universities
Critics of the neoliberalization of public universities often view the encroachment of a free-market ethos into higher education as being exogenously imposed on the university by capitalist forces seeking to better control academia, and students’ minds for their own gain. In addition, these critics often see themselves as individuals trying to hold back the rising tide of neoliberal oppression that is turning their workplace from an institution of scholarly pursuits to an assembly line churning out “knowledge” and “knowledge workers” for the “knowledge economy”. So far, their best strategy for resisting the privatization of public education has been to create awareness through the publication of research and analysis in journals, books, and conference presentations that shows the detrimental effects this is having on the academy and society (Saunders, 2010). Since these critics assume that they are not complicit in this process, they believe that they have little or no options to resist or reverse it, outside of analyzing its impacts and lamenting its inevitability. I disagree. I believe that academic staff (professors, lecturers, and teaching assistants) are not objects within the neoliberal university. Instead, they are an integral part of the neoliberalization of public education through the practice of grading, and as such can use grading, or more specifically not grading, as an enormously powerful tool to resist the further imposition of neoliberal practices on public higher education.
[Suite sur : http://antipodefoundation.org/2012/03/30/intervention-wheres-our-agency-the-role-of-grading-in-the-neoliberalization-of-public-universities]