Resistance as commitment. A reflective case study of teacher professionalism in neoliberal times

In this article, we explore the concept of teacher professionalism in higher education context neoliberal performativity driven educational policy. We do so by analysing extended narrative Ursula, an academic working at a large, research-intensive university Australia. Through analysis, see debilitating effects neoliberalism on professional actions and identity one educator. But also how resistance can function as manifestation commitment within conceptualization enacted professionalism, caring action activist stance principled support educators to align institutionally defined with their own self-understanding.