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1.
ABSTRACT

This paper draws on sociological and critical educational frames, particularly Bourdieu’s concept of symbolic violence, in order to contest the dominant model of literacy education that is driven by the premise of a ‘knowledge economy’. Instead it foregrounds the political, social, and economic factors that marginalise learners. Data from two projects: an ethnographic study in a Further Education (FE) College in England and a study of community-based literacy programmes in Scotland, are probed to show how literacy classes can offer spaces to challenge symbolic violence and facilitate learners to reclaim identities of success. These changes are illustrated from the learners’ views of the contrasts between their experiences of school education and literacy programmes that use transformative and emancipatory approaches. Our research demonstrates how critical education can open up spaces for a more equitable approach based on the co-production of knowledge. It is argued that making changes to policy and practice could inform and shape the literacy curriculum and its pedagogy if adult literacy can disentangle itself from instrumental approaches driven by neoliberal fusion and instead create critical space for contextualised and emancipatory learning.  相似文献   

2.
ABSTRACT

In this article, the notion of excellence in relation to teaching is removed from its privileged place in order to render it, and its implications, for analysis. We argue that teaching excellence needs to be understood in the larger context of the neoliberal university in which competition is taken for granted, and therefore, metrics for comparison are evermore necessary. Following this argument, we explore excellence as an instrument of neoliberal ideology in higher education. We explore different manifestations of teaching excellence enacted in policies that that are illustrative of five different countries. Implications for further analysis, and for resistance to the expansion of neoliberal ideology through teaching excellence, are presented.  相似文献   

3.
ABSTRACT

This paper explores how a national higher education sector can be assembled upon a relatively narrow ideological foundation during and in the aftermath of violent conflict. It analyses the case of Afghanistan's higher education system, and argues that the violent disintegration of this system during the 1980s and 1990s created the conditions for a neoliberal reassembly and subsequent expansion of higher education from 2001. This paper draws on data gathered from document analysis, and semi-structured interviews with key policy actors. It identifies an ideological grounding in neoliberalism within higher education policies which are responsible for directing the sector's growth since 2010. I argue that this neoliberal agenda, largely driven by globalised influences, has exploited Afghanistan's conflict-affected context to position higher education primarily as a driver of economic growth, thus limiting policy emphasis on higher education's non-economic dividends. The paper concludes by critiquing the underlying assumption that this role is sufficient if higher education is to serve as a key institution in Afghanistan's ongoing national development.  相似文献   

4.
ABSTRACT

Few studies have attended to the specific influence of neoliberalism on education for social justice, despite the complex ways in which the competing discourses of neoliberalism and social justice work side by side in local educational settings. This article reports data derived from interviews with 28 educators committed to social justice education from across Ontario, Canada. Participants were asked how they perceived the impact of neoliberalism on education and on their teaching practice. Findings were interpreted through critical democratic theory and discourse analysis. An unanticipated finding is the influence of neoliberal discourse on the ways that educators spoke about their teaching practice for social justice. The study found that discourse of performance is one arena where competing discourses of neoliberalism and social justice not only coexist but also intersect. This finding has important implications for the transformative potential of social justice education through more concentrated attention to the power embedded in everyday speech acts. Attending more to the performative potential of neoliberal discourse toward social justice ends can be a mechanism for resistance and teacher agency.  相似文献   

5.

In this conceptual article three points are made. First, reasons are offered for why experiential learning approaches are often implemented incompletely in higher education teaching. Secondly, it is argued that the case studies approach to teaching in higher education, if properly facilitated, is an effective way to provide students with the opportunity to become involved in all four phases of Kolb's experiential learning cycle. Thirdly, drawing on previous studies, it is proposed that experiential learning is likely to foster students' learning on a higher-order level, such as their critical thinking ability and propensity for self-direction in learning. The article concludes with suggestions for research to be done by those who teach in institutions of higher education to corroborate the arguments presented.  相似文献   

6.
ABSTRACT

This article explores the widespread and growing public backlash against high-stakes standardised testing in the United States, following the parent-led Opt Out movement’s quest to dismantle neoliberal educational policy by coaching children to boycott standardised tests. We analyse how our participants, mothers and female teachers in Opt Out Florida, use Facebook group pages as on-going critical sites of consciousness development where connected learning, knowing, and action occur. We illustrate how our participants, perceiving their children’s teachers as muzzled by neoliberal, patriarchal education reform, banded together to collectively attack a corporatised and violent system of American public education. Our focus on the role of mothers, their defence of teachers, and their attack on patriarchal neoliberalism fits within the larger history of the feminisation of the teaching profession and reveals how mothers in the domestic sphere have organised to wrest teaching from neoliberal reformers.  相似文献   

7.
Reviewing the massification of higher education in China in the last two decades, this article critically examines how the education markets have emerged and developed in China through engagements with three major minban HEIs for addressing different development needs of the country. More specifically, this article discusses 1) the rise of minban (people-run) higher education developed by different local social forces; 2) the invitation of overseas universities to co-develop transnational education programmes for meeting citizens’ pressing demands for higher education; 3) the engagements of leading institutions from overseas for research capacity advancement. Through the analysis of these different types of non-state-run HEIs, we would appreciate how the Chinese government has skilfully transformed its higher education systems through the tactical adoption of neoliberal practices for education market formation in the country. The present article also reflects upon the unique university governance model in China, clearly revealing how state-university relationship has been affected by the unique and strong historical, political, and institutional traditions of the country.  相似文献   

8.
This article reflects on the desire to defend and claim public education amidst the educational policy effects of contemporary neoliberal politics. The defence of public education, from schools to higher education, undoubtedly provides a powerful counter-veiling weight to the neoliberal policy logic of education-as-individual-value-accrual. At a time of intense global policy reform centred on marketisation in education, the public education institutions of the post-war welfare state are often characterised as being lost, attacked, encroached upon and dismantled. In this paper, I contend it is important to avoid mobilising a memory of public educational pasts that do not account for their failings and inequalities. Turning to a historical engagement with the emergence of neoliberal politics, the paper explores how challenges and contestations surrounding ‘the public’ from multiple standpoints converged in the rise of neoliberalism. Recognition of these convergences and contestations, I suggest, assists to provide a more nuanced account of the relationship between neoliberal reform and the welfare state, and thus of the complex task of imagining, claiming and working towards a just and equitable public education.  相似文献   

9.
Abstract

This article examines the current state of foreign language education in Japanese universities as illustrative of the troubling conditions facing the liberal arts (i.e. the transformative arts) in a globalized neoliberal milieu. The utopian ideal in education has always insinuated, at the least, a pedagogy that inspires personal agency, creative investment, challenge to power and social change. This imagining of incalculable futures, however, has been undermined by the seemingly inevitable and confluent forces of a networked world, represented most forcefully by the socioeconomic reductionism of neoliberal globalism. In the context of contemporary Japanese higher education, these forces are joined by Japan’s uniquely ambivalent relationship with the ‘outside’ world, and manifested in the rigid conceptualizations that motivate deeply problematic government and institutional initiatives for the ‘globalization’ of higher education. Within the frame of Bernard Stiegler’s work on transindividuation (psychosocial transformation), this article critiques these influential practices as fundamentally antithetical to the challenge of engaging Japanese learners of foreign languages in sustainable ‘economies of contribution’—economies which foster critical engagement and which open paths to transindividuation. The article concludes by arguing for a radical reimagining of the landscape of foreign language pedagogy in Japan and for a repositioning of learners from ‘short-circuited’ semiotic consumers to ‘long-circuited’ semiosic participants.  相似文献   

10.
At present there is a small, albeit growing, body of literature on pedagogical strategies and reflections which addresses the ways educators attempt to challenge the effects of neoliberalism on higher education. In this article, we reflect upon our pedagogical practices in higher education in this moment of neoliberal transformation wherein, as Sirma Bilge notes, intersectionality is being ‘undone’ in academic feminism. As graduate students teaching in Toronto, Canada, we describe how our commitment to social justice pedagogy works against this ‘undoing’ of intersectionality by embracing vulnerability, discomfort and the possibility of conflict in classrooms that do not simply accommodate, celebrate or include difference. Given that neoliberal renderings of diversity obscure and reinforce unequal relations of power, we demonstrate how we attend to these power relations, particularly racism which is salient to our teaching context, by employing intersectionality as a pedagogical practice and a political intervention to advance social justice.  相似文献   

11.
ABSTRACT

In the twenty-first century, the politics of higher education in Australia and around the globe have become dominated by neoliberal agendas of efficiency, profitability and managerialism. This has fundamentally altered the ‘timescapes’ of higher education. In the case of doctoral education, doctoral candidates and supervisors are subjected to increasing time pressures and required to produce a wide variety of outcomes in very short timeframes. These managerial agendas of efficiency and speed impact upon all doctoral candidates and supervisors but present particular practical and epistemic difficulties for Indigenous, migrant, refugee and international students. In this article, I illustrate how fast doctoral timescapes encourage assimilationist pedagogies that have been shown to be especially detrimental for Indigenous, migrant, refugee and international doctoral candidates. Drawing upon a complex array of theoretical resources that investigate Lefebvre’s rhythm analysis and other authors’ notions of epistemic time and the ethics of time, this article argues for a reconceptualization of doctoral timescapes in order to promote a politics of temporal equity in doctoral education. This especially involves making space for epistemic, lived and eternal temporal rhythms in doctoral education policy and practice.  相似文献   

12.
Abstract

In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education fully predicated on the idea of emancipation. For both Freire and Rancière, literacy initiation practice can be seen as an archetypical model for understanding the emancipatory moment in education. For both, educational practices are never neutral, as they decide to a great extent on the fate of our common world. Reflecting on similarities and differences in both their positions, I will propose to conceive of critical pedagogy in terms of a thing-centred pedagogy. As such, I take a clear position in the discussion between teacher- and student-centred approaches. According to Rancière, it is the full devotion to a ‘thing’, i.e. to a subject matter we study, which makes emancipation possible. Over and against Freire’s defense of emancipatory education, I highlight with Rancière the importance of educational emancipation.  相似文献   

13.
ABSTRACT

In the last two decades, global citizenship education (GCE) has become a catchphrase used by international and national educational agencies, as well as researchers, to delineate the increasing internationalisation of education, framed as an answer to the growing globalisation and the high values of citizenship. These developments, however, have created issues, due to the presence of two conflicting discourses. While the discourse of critical democracy highlights the importance of ethical values, social responsibility and active citizenry, a neoliberal discourse privileges instead a market-rationale, focused on self-investment and enhanced profits. These two discourses are not separated; they rather appear side by side, causing a confusing effect. This article aims to analyse GCE as an ideology, unveiling not only its hidden (discursive) content but also the role played by non-discursive elements in guaranteeing the coexistence of antagonistic discourses. It will be argued that not only the critical democratic discourse does not offer any resistance or threat to the neoliberal structuring of higher education, but also this discourse can function as an apologetic narrative that exculpates all of us who still want to work in universities, notwithstanding our dissatisfaction with their current commodification.  相似文献   

14.

This article examines some impacts of neoliberal education policies during the current period of the intensification of neoliberal capital. Section 1 examines the relationship between education and capital, identifying three plans capital has in relation to education. It sets out some of the major aspects of neoliberal policy developments in schooling and further education. Section 2 describes, analyses and evaluates the research methodology used in developing this article, locating the methodology within the debate between 'methodological purists' on the one hand, and 'committed research' on the other. The research for this article, within the 'research for social justice' paradigm, is rationalised. Section 3 examines the impacts of neoliberalisation on education workers' securities - their pay/ salaries, conditions of employment, stresses and pressures at work, and their work identity and status. It also examines the impacts on the rights and powers of education trade unions. The article ends, in Section 4, by briefly calling for resistance to the global neoliberal capitalist agenda in schooling and education.  相似文献   

15.
What happens when neoliberalism as a structural and structuring force is taken up within institutions of higher education, and works upon academics in higher education individually? Employing a critical authoethnographic approach, this paper explores the way technologies of research performance management, specifically, work to produce academics (and academic managers) as particular kinds of neoliberal subject. The struggle to make oneself visible is seen to occur under the gaze of academic normativity – the norms of academic practice that include both locally negotiated practices and the performative demands of auditing and metrics that characterise the neoliberal university. The paper indicates how the dual process of being worked upon and working upon ourselves can produce personally harmful effects. The result is a process of systemic violence. This paper invites higher education workers and policy-makers to think higher education otherwise and to reconsider our personal and collective complicity in the processes shaping higher education.  相似文献   

16.
ABSTRACT

This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the prevalence of a neoliberal agenda and nationalist rhetoric in the global citizenship discourses in the textbooks. We discussed the extent to which themes for GCE including globalization, cultural diversity, peace, sustainability, and associated skills and dispositions were instrumental in perpetuating neoliberal economic values and nationalism while marginalizing social justice and multiculturalism in official textbooks.  相似文献   

17.
The article explores the issue of teacher autonomy in relation to its potential for freedom or control. It examines the concept of empowerment as applied to education, arguing that, although it is traditionally cast as a means of achieving autonomy, an alternative approach sees empowerment as part of the disciplinary apparatus of late modern governance. In exploring these issues, the article covers ideas such as critical education, the reflective practitioner and personal effectiveness from the view of teacher autonomy as emancipatory; and self-surveillance, disciplinary regimes and pedagogic identity from the perspective of control. The article concludes that the appeal of teacher autonomy to the profession must be tempered by the recognition that it has the ability to both liberate and deceive.  相似文献   

18.
This article extends the ongoing critique of neoliberalism's encroachment upon public education by highlighting how neoliberal ideas such individualism, accountability, governmentality, and the marketization of public life are recasting teachers today primarily as competitive economic beings. I contend that teachers are increasingly compelled to act as modern homo economici, working in an education system that conforms to the rules of the neoliberal market. As such, teachers are incentivized to act as self-entrepreneurs, rational individuals who are beholden to a governmentality that requires them to be accountable to the strictures of the neoliberal market. The neoliberal transformation of public schools has led to teaching becoming a strictly controlled and hyperindividualized entrepreneurial activity that compels teachers to focus on their own productivity, while rendering them eminently governable beings.  相似文献   

19.
ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.  相似文献   

20.
Drawing upon socio-ecological and critical educational theory, this article examines neoliberal educational reforms through a theoretical framework of commons and enclosure. Neoliberal reforms should be regarded as enclosures because they seek to privatize education for profit accumulation, foreclosing the possibility of education operating as a commons, or a collective process of sustainable, democratic, and ethical social production. However, educational enclosures have subjective dimensions as well. Specifically, the author argues, there is a raced, classed, and gendered process of educational subjection operating through these enclosures. Although mainstream educational research calls for educational innovations in policy and practice, this article contends that the proliferation of ecological devastation and economization of curriculum and pedagogy requires that educational studies rethink educational collectivity and the possibilities of constituting common subjects who resist, refuse, or seek to dismantle neoliberal subjection and enclosure and instead produce social life in common with each other and with nonhumans and ecosystems.  相似文献   

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