Suchergebnisse

After traditional academics mobilized university autonomy against government intervention and supported the coup d'état against Hugo Chávez, his government created a parallel system of public universities. María Egilda Castellano headed the effort to extend university access to poor Venezuelans. The events of her terms as vice minister of education (1999–2002) and rector of the Bolivarian University (2003–2004) and her subsequent career show the difficulty the Bolivarian government has had in creating sustainable institutions and challenge the applicability of the concept of permanent revolution to the Bolivarian process.Después de que los académicos tradicionales usaron la autonomía universitaria en contra de la intervención del gobierno y apoyaron el golpe de estado contra Hugo Chávez, su gobierno creó un sistema paralelo de universidades públicas. María Egilda Castellano dirigió el esfuerzo por extender el acceso a las universidades a los venezolanos pobres. Los resultados de su trabajo como vice ministra de educación (1999–2002) y rectora de la Universidad Bolivariana (2003–2004) y su subsiguiente carrera profesional demuestran la dificultad que el gobierno bolivariano ha tenido para crear instituciones sostenibles y pone en duda la aplicabilidad del concepto de revolución permanente al proceso bolivariano.

The recent history of Venezuela's student movements illustrates the paradox of academic autonomy. The student left used autonomy to resist repression during Venezuela's liberal democracy (1958). Yet, after 1998, the former supporters of the parties which had violated that autonomy started to capitalise on it in order to block the progressive reforms. The Bolivarian government's decision not to interfere with autonomous universities, but to create a parallel Bolivarian university system instead replicated one of the reform patterns of previous governments. Despite the government's intention to fight inequality, the reform contributed to further stratification of higher education and polarisation among the student movements.

This article examines the rise in precarious academic employment in Ireland as an outcome of the higher education restructuring following OECD (Organisation for Economic Co‐operation and Development), government initiatives and post‐crisis austerity. Presenting the narratives of academic women at different career stages, we claim that a focus on care sheds new light on the debate on precarity. A more complete understanding of precarity should take account not only of the contractual security but also affective relational security in the lives of employees. The intersectionality of paid work and care work lives was a dominant theme in our interviews among academic women. In a globalized academic market, premised on the care‐free masculinized ideals of competitive performance, 24/7 work and geographical mobility, women who opt out of these norms, suffer labour‐led contractual precarity and are over‐represented in part‐time and fixed‐term positions. Women who comply with these organizational commands need to peripheralize their relational lives and experience care‐led affective precarity. ; Irish Research Council