Dr Rille Raaper
(email at email@example.com)
Dr Rille Raaper (BA, MA, Ph.D)
Rille is an Assistant Professor in the School of Education where her research interests lie in the sociology of higher education. She is particularly interested in neoliberalisation of university policies and practices, power relations in academia, student identity as consumers, and widening participation in higher education. Rille explores these themes by drawing on critical theory and critical discourse analysis. Her most recent research project traces consumerist positioning of students in England and the ways in which it informs student politics. Rille convenes the UG module Higher Education: Issues of Exclusion and Inclusion, and she teaches on the MA modules Critical Perspectives in Education and Curriculum Analysis.
Before joining Durham in 2016, Rille held teaching and research positions at the University of Glasgow. She was involved in research projects on assessment practices in higher education and MOOC courses as well as teaching in the areas of research methods and fundamentals of education. Previously, she also worked at the Estonian National Agency of European Lifelong Learning Programme and coordinated the activities of adult education programme Grundtvig in Estonia.
Rille completed BA and MA in Adult Education in Tallinn University in Estonia, and Ph.D within the School of Education, University of Glasgow. Her doctoral research was informed by the works of Michel Foucault and Norman Fairclough, and it explored neoliberalisation of assessment policies and practices in higher education settings. The project was particularly concerned with neoliberalisation of university work and the ways in which transformed power acts on academic and student subjectivities.
Information for prospective doctoral research student supervisions
Rille would be pleased to hear from potential research students with an interest in conducting research in matters relating to higher education policies and practices, issues of inclusion and exclusion in higher education, academic work and student experience. She is also interested to hear from prospective students who are wishing to apply critical theory and critical discourse analysis in educational research.
- Neoliberalism and education
- Higher education policy and practice
- Widening participation in higher education
- Academic work
- Student assessment, feedback and moderation
- Critical theory
- Critical discourse analysis
- Critical Analysis of the Higher Education Green and White Papers (2015-2016): Student Representation and Response
- Raaper, R. (2017). 'Peacekeepers’ and ‘machine factories’ tracing Graduate Teaching Assistant subjectivity in a neoliberalised university. British Journal of Sociology of Education
- Raaper, R. & Olssen, M. (2017). In Conversation with Mark Olssen: On Foucault with Marx and Hegel. Open Review of Educational Research 4(1): 96-117.
- Raaper, R. (2017). Tracing assessment policy discourses in neoliberalised higher education settings. Journal of Education Policy 32(3): 322-339.
- Raaper, R. (2016). Academic perceptions of higher education assessment processes in neoliberal academia. Critical Studies in Education 57(2): 175-190.
- McGuire, W. & Raaper, R. (2016). Developing a Guiding Protocol for the Moderation of Summative Assessments. Journal of Perspectives in Applied Academic Practice 4(1): 36-43.
- Raaper, R. & Olssen, M. (2016). Mark Olssen on neoliberalisation of higher education and academic lives: An interview. Policy Futures in Education 14(2): 147-163.
Chapter in book
- Raaper, R. & Olssen, M. (2017). Education and Political Theory: Prospects and Points of View. In Encyclopedia of Educational Philosophy and Theory. Peters, M.A. Springer. 1-5.
- McGuire, W. & Raaper, R. (2015), Developing a guiding protocol for the moderation of summative assessments, in Gómez Chova, Louis, López Martínez, A. & Candel Torres, I. eds, 7th International Conference on Education and New Learning Technologies EDULEARN15 Conference. Barcelona, International Association of Technology, Education and Development (IATED), Valencia, 7403-7411.
- Raaper, R. (2017). Discourse Analysis of Assessment Policies in Higher Education: a Foucauldian Approach. SAGE Research Methods Cases
- Raaper, R. (2017), Students as consumers? Tracing the policy context of the Higher Education and Research Bill, British Educational Research Association Conference. University of Sussex, Brighton.
- Raaper, R. (2016), Peacekeepers’ and ‘machine factories’ A Foucauldian exploration of Graduate Teaching Assistant subjectivity in a neoliberalised university, SRHE Conference. Newport.
- Raaper, R. (2016), Tracing assessment policy discourses in neoliberalised universities. A Foucauldian perspective, Foucault@90 Conference. University of West Scotland, Ayr, Scotland.
- Raaper, R. (2016), Tracing power and student subjectivity in assessment. A Foucauldian perspective, British Educational Research Association Conference,. University of Leeds.
- Raaper, R. (2015), Foucauldian analysis of student assessment as a technology of government in neoliberal universities, British Educational Research Association Conference. London.
- Raaper, R. (2014), Student assessment as a disciplinary and governmental technique in a neoliberal higher education context, EERA/ECER Conference. Porto.
- Raaper, R. (2013), How did i find my home? A journey from grounded theory to Foucauldian framework in assessment in higher education research, Assessment in Higher Education Conference. Birmingham, UK.