This reflective essay engages with questions of accountability as it is discursively and performatively produced in the everyday practices of university teaching. Drawing on cultural and poststructuralist theory, the article considers the subjective implications of what has been referred to in recent policy studies as "policy enactments," and explores the ways that teaching and learning subjects are complicit in accountability discourses that shape policy and practice in contemporary academe. The article draws on media and policy documents, end-of-semester student surveys, and the author's reflective analysis of her own teaching practice, to consider how the impersonal discourses of accountability might be contested by the storylines through which we give an account of ourselves as teaching academics. Copyright © 2012 University of North Dakota.
|Journal||Teaching & Learning|
|Publication status||Published - 2012|
CitationSaltmarsh, S. (2012). Storylines of accountability. Teaching & Learning, 26(2), 75-88.
- Higher education
- Learning and teaching