Abstract
This book examines the dominant discourses in higher education. From the moment academics enter higher education, they are met with binaries such as teaching vs. research, quantitative vs. qualitative research, and constructivists vs. positivists. When embarking upon a teaching career in a university there are further binaries that immediately present themselves, with deep vs. surface learning probably being the most pervasive. Kinchin and Gravett contend that this presents a distorted view and contributes to the disconnect between the aims and observable practice of higher education. Rather than celebrating difference, dominant discourses tend to seek similarities in an attempt to simplify and manage the environment, in what the authors perceive as a less than scholarly mode.
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