http://orcid.org/0000-0002-5626-596X http://orcid.org/0000-0002-5626-596X http://orcid.org/0000-0002-5626-596X
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Abstract
Vulnerability appears to be increasing in the neoliberal and corporate authoritarian university, but few articles have explored vulnerability in depth in higher education. This paper provides a systematic understanding of vulnerability and considers its implications for academics. First, the author examines vulnerability as conceptualized within psychological and philosophical lenses. The author posits that vulnerability has positive potential and is not just a cause for concern. Next, the paper explores vulnerability in terms of relationality and affect in the context of different professional and social positions, and the rise of managerialism in diverse national and disciplinary environments. That vulnerability circulates through interrelations suggests that it is not a problem that can be ameliorated through giving academics more resources as individuals. Rather, vulnerability stems not from individual neediness or fragility, but from interactive operations and processes within communities. The essay concludes by considering the implications of reconceptualizing academic vulnerability alternatively as a positive learning disposition in higher education.