Neo-liberal teaching techniques may be co-opted to foster radical critique in the classroom.

What is it about?

This paper addresses a central paradox in university teaching by examining how radical critique and classroom dialogue may be promoted through the employment of neo-liberal teaching techniques. The paper draws upon self-reflective accounts from the authors' triad roles as (i) critical researchers in organization studies and film studies, (ii) as critical lecturers in these disciplines, and (iii) as scholars running a university pedagogy course designed to enhance student learning and improve the professionalism of fellow university lecturers.

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Why is it important?

The paper provides a pocket of resistance in the managerialization of higher education by showing how its neo-liberal tools can be turned against themselves.