Neoliberalism’s Paradoxical Effect and European Doctoral Education Reforms in Post-socialist Europe
Bibliographic record
Abstract
Building on examples from post-socialist Central Europe, this article addresses changes in European higher education policy and examines the ‘paradoxical effect’ (Foucault 2008) of neoliberal educational reforms on the doctoral level. We consider how economically driven policies oriented at building Europe’s knowledge economy and market effectiveness, created possibilities for subjectification related to the extension of individual freedom – an aspect of neoliberalism that Foucault juxtaposed to other forms of governmentality. Drawing on our positioning as doctoral supervisors in the Polish and Czech academia during the period of intensive institutional restructuring, we illustrate how European higher education reforms opened the doors of doctoral education to practitioners-doctoral researchers who found themselves in the unique position bring critical perspectives to illuminate covert socio-economic and political mechanisms of their practice. We consider the potential of critical doctoral pedagogy, to create the conditions of possibility for the construction of subjectivity and emergence of new knowledges at the intersection of practical, academic and personal life trajectories under the conditions of neoliberal domination.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.019 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.009 | 0.046 |
| Scholarly communication | 0.012 | 0.009 |
| Open science | 0.001 | 0.013 |
| Research integrity | 0.005 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".