Critiquing the sacred and the profane in higher education




sacred, profane, higher education, critical thinking, dualisms


This paper sets the stage for an examination of ‘critiquing the sacred and profane in higher education,’ outlining the motivation for exploring collective contribution to the field of higher education studies. Specifically, this paper states that the taken-for-granted concepts that frame academic praxis serve as conceptual lenses to critically evaluate how the academy’s principles and practices are formed and reconstructed over time and across contexts. Paying attention to what is considered sacred (and by whom) and, conversely, what is considered profane reveals a story of what and who is valued and the histories, discourse, and power relations that inform these differential notions of ‘sacredness’. The articles within this special issue collectively illuminate the inherent ambiguity of academic concepts, showcasing their diverse interpretations and the significant implications these hold for higher education practices across different contexts, inviting readers to engage with the complexities and nuances that shape the field.




How to Cite

Fossland, T., Sarauw, L. L., & Danvers, E. (2024). Critiquing the sacred and the profane in higher education . Journal of Praxis in Higher Education, 6(3), 1–10.



Special Issue: Critiquing the Sacred and the Profane in Higher Education