[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595325-105":59,"doc-detail-595325-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","accountabilityto-whom-for-what","Accountability:To Whom-For What?","","The text examines how the notion of accountability has become central in government rhetoric about needed change in higher education, while arguing that the concept and its enabling conditions receive too little critical scrutiny. It claims shared assumptions within academia and government suppress real disagreement and help legitimize an education system viewed as undemocratic and inherently unaccountable. The argument challenges liberal educational discourse, linking continuity between Nazi education and democratic counterparts and questioning “general interest” claims as private interests of powerful groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accountabilityto-whom-for-what/595325/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accountabilityto-whom-for-what/595325.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the author say accountability is rarely critically scrutinized?","Question",{"text":112,"@type":113},"Because shared beliefs within academia and government override apparent disagreements, and the concept’s preconditions receive limited scrutiny even among skeptics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What distinction does the author say must be made to critique accountability?",{"text":117,"@type":113},"The author argues that one must distinguish education as knowledge and intellectual pleasure from education as social relations shaped by gender, age, status, and class.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the author critique liberalism’s ability to address accountability?",{"text":121,"@type":113},"The text argues that when liberalism is rejected, continuities between Nazi education and democratic education can be more pronounced, and that liberalism cannot think through its own presuppositions that obstruct a broader discussion of accountability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595325,1792746825,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","# Accountability:To Whom-For What?\n\nRachel Shap  \nMacquarie University  \nThe idea of accouncability has played a pivotal role in govern-ment rhetoric about the need for change in highereducation.Itistaken as read by government supporters and critics alike thathigher education should be accountable,differences only emerging over precisely what should follow as a result of such a commit-ment.It is perhaps ironic,therefore,that the conceptitselfandthepreconditions to ensure accountability have received so littlecritical scruriny even among those who have been most skepticalregarding themain lines of goveramenthighereducational policy.The silence is indicative ofa set of shared beliefs within academiaand government which override apparent disagreements.Itis thenature of these shared presuppositions and commitments,it willbe argued here,which reinforce and legitimate a higher educa-tional system inherently unaccountable from any democraticperspective.Higher education is itself implicated in an elitistdisregard of the needs,interests and concerns of most of society'smembers.  \nWhat prevents a critical scrutiny of the idea of accountability isa failure to distinguish between what Ree has called education asa means of knowledge and of intellectual,iterary and artisticpleasure,on the one hand,and education as a set of relations togender,age,status and class,organised or trapped in the durablepublic institutions of formal schooling on che other¹.For the classof intellectuals,whose mode of reproduction is so closely tied inwith the institutions of formal schooling,to question its ownmodus vivendicertain preconditions must be met.These includea fundamental rupture in the normal functioning of the relacion-ship between the institution of schooling and its social context,such as has occurred recently only in Eastern Europe.Suchrupcures are rare.In the West,even in the Nazi era,it was only aminority of educators whose ideals and interests could not beaccommodated to those of their totalitarian masters.Less than athird of university teachers were sacked or forcibly retired,or fledinto exile.Most at best suffered or at worst enthusiasticallyembraced the subtle changes in priorities which the Nazis orches-trated.These,moreover,bore a striking resemblance in form andsubstance to thosewe have beenlivingthrough,and were justifiedin terms of a similar concept of accountability.  \nParallels between the fate of highereducation under the Nazisand under Dawkinism have been drawn before by several com-mentators.However their arguments haveusually depended uponcertain liberal commitments to the autonomy of education,aca-demic freedom and the rights and liberal responsibilities ofintellectuals.These commitments mask rather more than theyilluminate.Thus a prerequisite for analysing and grounding acritique of Dawkinism is to distance oneself from liberal demo-cratic educational discourse and practise a thoroughgoing skepti-cism regarding the educational claims as opposedto the ideologi-cal thrust of formal schooling.  \nWhen liberalism is rejected,the continuities between Nazieducation and its democratic counterparts then and now can bescen to be rather more pronounced than the discontinuities.Withan historical and comparative perspective,too,the contours ofDawkinesque restructuring are structurally predictable².Itis whatproduces this convergence,we suggest,which explains the lack ofa thoroughgoing critique of Dawkinism from within academia.Widespread acceptance of the ideology ofthe autonomy ofeduca。  \ntion from politics or the economy does not necessarily producesuch a critique,whatever the liberal claims ofeducators.Nor doesallegiancetotheliberalhumanistideal ofthe pursuitofknowledgeas an end in itselfensure a civilising function for knowledge-aneffective role in human betterment and individual self-develop-ment-or override the contradictions intrinsic to the practice ofsuch commitments.The social context in which liberalism flour-ishes-market society -it","cbCaieAiR0d5LnVC","https://ap.wps.com/l/cbCaieAiR0d5LnVC","pdf",219010,"English","# Accountability:To Whom-For What?\n## Government rhetoric and accountability\n## What blocks critical scrutiny\n## Liberalism, autonomy discourse, and its limits\n## Structural features of institutional higher education","[{\"question\":\"Why does the author say accountability is rarely critically scrutinized?\",\"answer\":\"Because shared beliefs within academia and government override apparent disagreements, and the concept’s preconditions receive limited scrutiny even among skeptics.\"},{\"question\":\"What distinction does the author say must be made to critique accountability?\",\"answer\":\"The author argues that one must distinguish education as knowledge and intellectual pleasure from education as social relations shaped by gender, age, status, and class.\"},{\"question\":\"How does the author critique liberalism’s ability to address accountability?\",\"answer\":\"The text argues that when liberalism is rejected, continuities between Nazi education and democratic education can be more pronounced, and that liberalism cannot think through its own presuppositions that obstruct a broader discussion of accountability.\"}]","Accountability:To Whom-For What? | PDF",1792080903]