Brave new worlds, capabilities and the graduates of tomorrow

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    In 'What is Enlightenment?' Foucault poses the question: 'How can the growth of capabilities be disconnected from the intensification of power relations?' This article revisits that question by raising critical questions about graduate capabilities. Its aim is to reflect, and to prompt reflection, on the complexities of the definition, implementation and evaluation of capabilities-based curriculum in the discipline of cultural studies and in the higher education sector more broadly. It asks what types of graduates are being 'produced' by universities and for what purposes? Does cultural studies construct the student subject differently from institutional graduate capability frameworks? What is the role, if any, of higher education in the development of capabilities such as ethical practice or moral standards? What of the principles that are demonstrated in institutional graduate capabilities (sustainability etc)? Are these universal values? What relations of power and processes of normalisation underpin the 'education revolution' of capabilities-based curriculum?
    Original languageEnglish
    Pages (from-to)100-114
    Number of pages15
    JournalCultural studies review
    Issue number2
    Publication statusPublished - 2011

    Bibliographical note

    Copyright the Author(s) 2011. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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