All Outputs (3)

Tempered radicalism: A model for navigating academic practice and identity in the twenty-first-century neoliberal university? (2023)
Journal Article
Vaul-Grimwood, M. L., Naik, V., Graham, C., Moir, Z., & Smart, F. (2023). Tempered radicalism: A model for navigating academic practice and identity in the twenty-first-century neoliberal university?. Learning and Teaching, 16(2), 32-54. https://doi.org/1

This article explores Meyerson and Scully's concept of ‘tempered radicalism’ (1995) in the context of contemporary academic practice and identity. We report on a collaborative autoethnographic study which addressed the question: ‘What does the concep... Read More about Tempered radicalism: A model for navigating academic practice and identity in the twenty-first-century neoliberal university?.

From belonging to being: Engaging with ‘contexts of difference’ (2022)
Journal Article
Graham, C. (2022). From belonging to being: Engaging with ‘contexts of difference’. Journal of University Teaching and Learning Practice, 19(4),

This paper seeks to unveil the situated struggle that students experience in comprehending the often tacit rules that govern academic practices in order to engage fully with their academic studies and develop a sense of belonging. I present a critiqu... Read More about From belonging to being: Engaging with ‘contexts of difference’.

Belonging to the university or being in the world: From belonging to relational being (2022)
Journal Article
Graham, C., & Moir, Z. (2022). Belonging to the university or being in the world: From belonging to relational being. Journal of University Teaching and Learning Practice, 19(4),

In a world characterised by supercomplexity, in which higher education (HE) is in the grip of neoliberal market forces (Barnett, 2000), it is incumbent upon participants in this sector to ask; what does it mean to belong, and to what? ‘Belonging’ has... Read More about Belonging to the university or being in the world: From belonging to relational being.