Kathryn Telling

Bio: Kathryn Telling is an academic researcher from University of Sussex. The author has contributed to research in topics: Feminism & Higher education. The author has an hindex of 4, co-authored 8 publications receiving 40 citations. Previous affiliations of Kathryn Telling include University of Manchester & Keele University.

Selling the Liberal Arts Degree in England: Unique Students, Generic Skills and Mass Higher Education:

Abstract: This article examines a series of well-documented changes in post-war English higher education: the massification of, and increased differentiation within, the system, as well as changing relationships between credentials, skills and incomes. It offers an account of the new liberal arts degrees rapidly emerging at both elite and non-elite universities in England, explaining these as a response to, and negotiation of, an ever-changing higher-education landscape. Through an analysis of the promotional websites of the 17 English liberal arts degrees offered in the 2016–2017 academic year, the article links their emergence to broader trends, while insisting that there are crucial differences in the ways in which elite and non-elite universities use new degrees to negotiate the higher education landscape.

Bourdieu and the problem of reflexivity: Recent answers to some old questions

Abstract: The question of the individual’s capacity for agency and, connected to this, to reflexivity, is one that has haunted Pierre Bourdieu’s sociological model. Not infrequently, Bourdieu claimed that he wished to create a model which to some extent reconciled those hoariest of sociological concepts, structure and agency (see, for instance, Bourdieu, 1990b). In a recently translated article, he made the claim that the role of sociology is to bring together objective social structures with agents’ own attempts to make sense of, and to practically deal with, those structures:

The rise and change of the competence strategy: Reflections on twenty-five years of skills policies in the EU:

Abstract: The principal aim of this article is to provide a historical overview of 25 years of competence policy in the European Union, highlighting connections between past and current initiatives and outli...

Feminism and the university : the roles of disciplinary field and educational habitus in the lives and works of two feminist intellectuals

Abstract: This thesis is an exploration of the production of feminist theory as a material, social, and institutional practice: it aims to understand feminist intellectual production as to some extent circumscribed by historical, biographical, political, and especially academic conditions. Specifically, it compares the intellectual trajectories and scholarly output, feminist and otherwise, of theologian Mary Daly (1928-2010) and philosopher Judith Butler (1956--). The analysis tries to keep three aspects of those lives in mind at once: firstly, the properly intellectual character of the intellectuals’ ideas; secondly, the specifically institutional (that is, university) conditions in which they have found themselves; and thirdly, the broader biographical conditions of their lives. By keeping all three in mind at once, we get to a potentially fuller and more nuanced picture of their intellectual trajectories than may be available through critical appraisal of their works alone. The thesis is an original contribution to knowledge both in as much as it brings together Daly and Butler, two apparently fundamentally opposed feminists, in order to see what thinking them together allows us to do, and in the applications and adaptations of Pierre Bourdieu’s social theory which help explain these feminists’ trajectories. Through a re-working of Bourdieu’s theoretical apparatus, the analysis works through the concept of fields of intellectual endeavour. Academic disciplines but also broader structures such as the field of intellectual production work with and against intellectual producers, creating both possibilities and constraints for intellectual work. Developing a broadly Bourdieusian theory of symbiotic relations between what Bourdieu terms habitus and field (that is, trying to identify the mutual constitution of these aspects of social life rather than the primacy of either), the thesis argues for the fundamental role of agential negotiation and strategy in the context of institutional and disciplinary constraint. And in the context of this adapted Bourdieusian theory, I argue finally for the disciplinary field of women’s studies as a potentially fruitful institutional and intellectual space for a feminist negotiation of the university.

The complexity of educational elitism: moving beyond misrecognition

Abstract: Critical, and in particular Bourdieusian, sociology of education is often suspicious about educators when they describe their ideal students. It tends to see these descriptions as euphemisations, s...

The Slow Professor: Challenging the Culture of Speed in the Academy

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Understanding the timing of energy demand through time use data: Time of the day dependence of social practices

Abstract: The time dependence of social practices at specific points of the day shapes the timing of energy demand. This paper aims to assess how dependent energy-related social practices in the household are in relation to the time of the day. It analyses the 2005 UK Office for National Statistics National Time Use Survey making use of statistically-derived time dependence metrics for six social practice: preparing food, washing, cleaning, washing clothes, watching TV and using a computer. The focus is on social practices over temporal scales of different days of the week and months of the year. The main findings show that: washing has the highest value for the time dependence metric; using computers is the least time-dependent practice; Tuesdays, Wednesdays and Thursdays have the highest time dependence for all practices; and certain energy-related practices have higher seasonal dependence than others.

Generic and Specific Skills as Components of Human Capital: New Challenges for Education Theory and Practice

Abstract: Human capital theory in recent decades has become the basis for educational policy in many developed countries. Expert discussions, however, often undervalue research findings and developments related to this theory that since the 1970s have consistently enriched understanding of how human capital contributes to personal well-being and socioeconomic development of society as a whole. Educational policy lags behind these elaborations, which leads to a decline in the impact of education upon development worldwide. In the 21st century, fundamentally new trends in socioeconomic dynamics pose unprecedented challenges for educational systems around the world, including Russia. Despite the quantitative growth of money and time spent on education, performance per unit of education costs has fallen. The human potential, created by education, is facing more and more difficulties in its capitalization: economic growth is slowing down at both at the country level and globally. This situation brings to life new attempts to claim insignificance of education for economic growth and for individual success. So far, these attempts have not been very influential in educational policy, but in many countries, such arguments already serve as a backdrop for budget decisions that are detrimental for education. Educational systems need to complement practices that contribute to the development of human capital. In this regard, several theoretical elaborations that have not yet became part of the mainstream discussion on human capital, could be helpful for understanding the role of human capital in socioeconomic progress and possible ways to improve it in the short and long term.

Accelerating Academia: The Changing Structure of Academic Time

Abstract: The present-day university has become a hot topic in several sociology, anthropology and philosophy subfields. Filip Vostal's debut monograph on the institutional transformations and subjective exp...