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Politics, Pedagogy and Power

Bullying in Faculties of Education


Eelco B. Buitenhuis

Politics, Pedagogy and Power: Bullying in Faculties of Education is the result of research seeking to find explanations for bullying between faculty members in faculties of education around the world. The frank and devastating revelations of professors are shocking and painful, screaming for interrogation. Bullying in faculties of education is a strange phenomenon because anti-bullying programs abound while the behavior occurs at a significant number of faculties of education. The research finds that factors in leadership and neoliberal politics cause this odd phenomenon. Other causes were found in the problematic position of education in the academic world. The underdog position academics in education find themselves in works both ways: notions of being of less importance than any other science are mirrored in feelings people working in education have about themselves. In this research a bricolage is executed, the methodology that intelligently joins research methods driven by the growing understanding of the problem of bullying between professors in education. This makes Politics, Pedagogy and Power a useful guide in methodology classes. This book is a perfect textbook for leadership programs in higher education, because it deals with good and bad leadership and issues of power.


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Chapter 3 The Bullied Speak


· 3 · the bullied speak Well, my intellectual capacities and my intellectual life reside outside the university. It resides in the community of scholars, which are dispersed throughout the world. It certainly doesn’t reside within the corridors of my institution. I wouldn’t trust them as far as I can throw them. And having being on Prozac for a good two years, I’m having been referred to see a psychiatrist because of depression. (from interview with yew) I interviewed eight professors working in faculties of education. To protect their true identities, their names and other details cannot be given in this research. In order for the reader to have a general understanding of who the respondents are, their anonymous profiles are given in the following set of vi- gnettes. I chose names of trees for the respondents’ pseudonyms. I give global indications of the region the respondents worked and lived in during the time of the story they shared. An age range is also provided, as I felt that age could be of influence. Because not every faculty of education is the same, I have given indications of the type to show the difference between a fully academic faculty that includes a strong research interest, and a faculty that focuses on teacher education. One professor works at a community college that provides a specific program for educators. I give gender, ethnicity, and sexual preference; I did not differentiate in ethnicities other than white or non-white, again in order to protect privacy. Here...

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