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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 4 Break


· 4 · break And I think see the glazed look in people’s eyes when everyone matters. Another interesting thing is, people, and this is what I regularly get, is people comment upon my language. We don’t understand what you’re saying, oh you use big words. And I’m really in a fucking university. And what that is doing in many ways is saying, is trying to silence me. (from interview with yew) After completing the first three interviews and the analysis thereof, I took a break in the gathering of data. It gave me time to give some presentations on my research and the findings thus far, and I used every instance I could to talk about where I was in the process, which gave me time for reflection. During this time, I noticed that I did not only want to look at female respondents, because that focus would divert too much from the causes I was after. I did not want the problem to be cast aside as a “typical” female problem. I had found that issues around race and being part of a minority were of importance, but in my conversations with colleagues all over the world it became clear to me that the problem was much bigger and could not simply be typified as a spe- cific gendered or underdog case. During conversations with David Jardine, it became clear that the problem may arise from other factors that faculty mem- bers in faculties of education share: education, pedagogy, leadership,...

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