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Introduction: Gender, Emotion and Higher Education PedagogiesHigher is in a state of flux and uncertainty, with profound changes taking place, driven largely by forces of neoliberalism. These changes include a shift in very understanding of purpose of higher education, from a commitment to public good to a relentless promotion of affecting expectations of teaching and learning (Williams, 2013: 89). The emergence of individualism, connected to the neoliberal assault (Rhoads and Szelenyi, 2011: 28), further reinforces assumptions that beneficiaries of higher mainly selfinterested individuals, who consumers of a market and thus free from social constraints of gender, class and race. Higher pedagogy has become linked to private interests rather than contribution to students' ability to negotiate political, economic and social dimensions of human experience {ibid.: 20). The forces of neoliberal globalization have placed pressure on institutions to strive towards becoming global and to position themselves as world-class, competing for best in a stratified market driven by discourses of and league table rankings. Against this highly competitive and increasingly commercialized landscape, contradictory policy concerns to widen participation (WP) have become a well-established trope, including need for institutions to illustrate their value through their diverse body.Market imperatives driven by neoliberalism and discourse have turned attention of senior university leaders to experience, services and institutional facilities (Stevenson, Burke and Whelan, 2014). This has involved universities in a raft of activities, plans and investments that connected both to league table measures of quality teaching and widening participation, including enhanced support to build self-esteem, and neo-liberal requirements to re-make educated/educable subject evident in latest personal skills and employability agendas (Leathwood and Hey, 2009: 430). Yet, such moves are constructed as a dangerous and regressive example of growing 'therapy culture' in (Furedi, 2003 in ibid.), fuelling anxieties about widening participation, lowering of standards (Leathwood and Hey, 2009: 430) and feminization of higher education (Leathwood and Read, 2009). Despite growing attention to lifecycle in policy (e.g. HEFCE, 2014), questions related to teaching excellence have been posed in instrumental and reductive terms.Recent research examining pedagogic stratification in UK higher has revealed that discourses of have become hegemonic and couched largely in a framework (Stevenson, Burke and Whelan, 2014), which considers as amenable to performance measured (Skelton, 2007: 18). The research evidences ways in which performative modes of assessing teaching excellence potentially preclude deeper consideration of pedagogical issues, while absence of meaningfill engagement with issues of pedagogy in institutional documentation sidelines core issues of teaching, and detaches pedagogy from issues of equity and inclusion (Stevenson, Burke and Whelan 2014: 5). There has been a lack of attention then to challenges of pedagogical participation, and ways that universities might support participation of diverse groups through developing inclusive cultures and frameworks, or how current practices might be exclusive through standardizing and homogenizing practices. The forms of support provided in universities tend to be remedial in nature, designed to re/form those students identified as non-standard into legitimate, normalized subjects (Burke, 2012). This requires nonstandard student to participate in processes of self-transformation and selfregulation, to become a proper university student, fitting in to dominant culture and framework. …
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