Zahid Naz
Biographic Data
| ID | 769036 |
|---|---|
| NAME | Zahid Naz |
| GIVEN NAMES | Zahid |
| FAMILY NAME | Naz |
| SIGNATURE | NAZ Z |
| AFFILIATIONS | Queen Mary University of London |
| ORCID | 0000-0003-2180-4764 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
‘The space that claws and gnaws at us’: Deviance and distribution in heterotopic classrooms
This paper explores the spatial dimensions of classroom observations as tools of educational governance. Focusing on interview data from teachers and education inspection policy in the English Further Education sector, we use Foucault’s concept of heterotopia to critically discuss the fundamental challenges of current quality assurance practices. We specifically identify three functions of heterotopia (what Foucault refers to as their ‘illusory’,…
Post-graduate pedagogy in neuroliberal times: Affect, governance and volatility in higher education
Governing the desire: Power, paradox and professionalism in further education
This paper seeks to examine the new ways in which neoliberal governmentality reshapes contemporary common sense, producing new sensibilities through the mechanisms of governmentality rooted in market-driven evaluation regimes. The imperatives of accountability and evaluation are not simply imposed but are internalised, embodied, and enacted, engendering a mode of governance that operates through, rather than against, the self. Employing a qualita…
Tick boxes are just tick boxes: Problematising evidence-based teaching and exploring the space of the possible through a complexity lens
This article seeks to provide a new paradigm for questioning how quality and excellence in teaching practices are understood and evaluated. By combining ideas from complexity theory and Michel Foucault’s conception of polymorphous correlations, I argue that a shift away from the forms of thought that engender reductionist evaluations can become a starting point to redefine the efficacy of teaching practices. By examining teaching practices throug…
Regulating truths, indeterminate practice and ways of being: A biopolitics of Professional Standards in UK Higher Education
This paper critically examines the professional frameworks for teaching and supporting learning in UK higher education. Applying the concept of biopolitics from Michel Foucault's work, we discuss the Professional Standards Framework [Advance HE. (2023a). Professional Standards Framework (PSF 2023), accessed 11.2.24 at https://www.advance-he.ac.uk/teaching-and-learning/psf] and Education Inspection Framework [Ofsted. (2019). Inspecting the curricu…
Dis/placing teacher identity: Performing the ‘brutal forms of formalities’ in English Further Education
Analysing neoliberal discourse in Ofsted’s Education Inspection Framework (EIF) through a Foucauldian lens
This paper performs a critical examination of the Ofsted Education Inspection Framework (EIF), which was accompanied by an Inspection Handbook for Further Education and Skills, and argues that this policy document reinforces the neoliberal project in education. Drawing on concepts from Michel Foucault’s analysis of the nature and effects of marketisation and surveillance in education, this analysis reveals how these mechanics influence the ultima…
The calculated management of life and all that jazz: Gaming quality assurance practices in English further education
This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how ‘documentisation’ contributes to governance techniques in a specific institutional context. Documentisation, the transformation of concrete practice into discourse, reverses a common-sense view of the r…
The calculated management of life and all that jazz: Gaming quality assurance practices in English further education
This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how ‘documentisation’ contributes to governance techniques in a specific institutional context. Documentisation, the transformation of concrete practice into discourse, reverses a common-sense view of the r…
Tick boxes are just tick boxes: Problematising evidence-based teaching and exploring the space of the possible through a complexity lens
This article seeks to provide a new paradigm for questioning how quality and excellence in teaching practices are understood and evaluated. By combining ideas from complexity theory and Michel Foucault’s conception of polymorphous correlations, I argue that a shift away from the forms of thought that engender reductionist evaluations can become a starting point to redefine the efficacy of teaching practices. By examining teaching practices throug…
Regulating truths, indeterminate practice and ways of being: A biopolitics of Professional Standards in UK Higher Education
This paper critically examines the professional frameworks for teaching and supporting learning in UK higher education. Applying the concept of biopolitics from Michel Foucault's work, we discuss the Professional Standards Framework [Advance HE. (2023a). Professional Standards Framework (PSF 2023), accessed 11.2.24 at https://www.advance-he.ac.uk/teaching-and-learning/psf] and Education Inspection Framework [Ofsted. (2019). Inspecting the curricu…
Dis/placing teacher identity: Performing the ‘brutal forms of formalities’ in English Further Education
Analysing neoliberal discourse in Ofsted’s Education Inspection Framework (EIF) through a Foucauldian lens
This paper performs a critical examination of the Ofsted Education Inspection Framework (EIF), which was accompanied by an Inspection Handbook for Further Education and Skills, and argues that this policy document reinforces the neoliberal project in education. Drawing on concepts from Michel Foucault’s analysis of the nature and effects of marketisation and surveillance in education, this analysis reveals how these mechanics influence the ultima…
The calculated management of life and all that jazz: Gaming quality assurance practices in English further education
This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how ‘documentisation’ contributes to governance techniques in a specific institutional context. Documentisation, the transformation of concrete practice into discourse, reverses a common-sense view of the r…
Dis/placing teacher identity: Performing the ‘brutal forms of formalities’ in English Further Education
Tick boxes are just tick boxes: Problematising evidence-based teaching and exploring the space of the possible through a complexity lens
This article seeks to provide a new paradigm for questioning how quality and excellence in teaching practices are understood and evaluated. By combining ideas from complexity theory and Michel Foucault’s conception of polymorphous correlations, I argue that a shift away from the forms of thought that engender reductionist evaluations can become a starting point to redefine the efficacy of teaching practices. By examining teaching practices throug…
Regulating truths, indeterminate practice and ways of being: A biopolitics of Professional Standards in UK Higher Education
This paper critically examines the professional frameworks for teaching and supporting learning in UK higher education. Applying the concept of biopolitics from Michel Foucault's work, we discuss the Professional Standards Framework [Advance HE. (2023a). Professional Standards Framework (PSF 2023), accessed 11.2.24 at https://www.advance-he.ac.uk/teaching-and-learning/psf] and Education Inspection Framework [Ofsted. (2019). Inspecting the curricu…
‘The space that claws and gnaws at us’: Deviance and distribution in heterotopic classrooms
This paper explores the spatial dimensions of classroom observations as tools of educational governance. Focusing on interview data from teachers and education inspection policy in the English Further Education sector, we use Foucault’s concept of heterotopia to critically discuss the fundamental challenges of current quality assurance practices. We specifically identify three functions of heterotopia (what Foucault refers to as their ‘illusory’,…
Post-graduate pedagogy in neuroliberal times: Affect, governance and volatility in higher education
Governing the desire: Power, paradox and professionalism in further education
This paper seeks to examine the new ways in which neoliberal governmentality reshapes contemporary common sense, producing new sensibilities through the mechanisms of governmentality rooted in market-driven evaluation regimes. The imperatives of accountability and evaluation are not simply imposed but are internalised, embodied, and enacted, engendering a mode of governance that operates through, rather than against, the self. Employing a qualita…
Global Educational Policies and Reforms (5 works) · Sociology (5 works) · Epistemology (4 works) · Higher education (4 works) · Pedagogy (4 works) · Political science (4 works) · Innovative Education and Learning Practices (3 works) · Law (3 works) · Teacher Education and Leadership Studies (3 works) · Aesthetics (2 works)