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Rosaria Lumino Dora Gambardella Emiliano Grimaldi 《Journal of educational administration and history》2017,49(2):87-107
This article explores how new public management policy ideas and technologies circulating in the globalised education space have been re-contextualised in the re-design of the Italian Higher Education System. In doing so, it uses the governmentality studies as a sensitising framework to problematise what we term here as the ‘calculative and instrumental turn’ in the evaluation of Higher Education. The work reflects on the complex assemblage of forms of knowledge, technical means and collective and individual subjects through which the evaluation of the Italian universities unfolds in its current form. The attempt is to highlight the changes produced in how Higher Education and its ethical subjects are thought and their qualities are conceived and appraised. The article presents some conclusive remarks on some of the paradoxical risks of the Evaluation turn, namely contractualisation, depoliticisation and fabrication, but also insists on its reflexivity potential, interpreting the current developments as a missed opportunity. 相似文献
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Andreas Fejes 《British Journal of Sociology of Education》2008,29(6):653-664
Educational guidance is often seen as something good and empowering for the individual. In the present article, such taken‐for‐granted ideas will be destabilised by analysing educational guidance as a practice in which confession operates as a technology that fosters and governs specific subjectivities. White papers produced by the Swedish Ministry of Education will be analysed drawing on Foucault’s concepts of technologies of the self and governmentality. I shall argue that the practice of educational guidance fosters our will to learn through the technology of confession. We are not only confessing ourselves to, and are the confessors of others, we are also our own confessors; that is, we confess our inner desires to ourselves, thus participating in shaping desirable subjectivities. Our desires in life coincide with the political ambition to govern, and thus we govern ourselves. 相似文献
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Clayton Pierce 《Environmental Education Research》2015,21(3):460-477
This paper attempts to answer this question: what should ecoliteracy mean in a biocapitalist society? The author situates his analysis of this question within the general context of the neoliberal reconstruction of education in the US. Specifically, focus is given to the shared model of governmentality GE food industries and education policies both utilize to manage life in the field and classroom – one where optimizing the value of plants and people for ‘flat world’ economic competition is the defining goal. Given this landscape, I suggest that what some environmental educators have called ‘ecological literacy’ or ‘critical ecoliteracy’ must now include a dimension that rejects the ways both human and nonhumans are progressively being implicated into biocapitalist enterprises. I offer an example of how biocapitalist industries educate market understandings of life by looking at how the GE food industry’s educational projects attempt to teach students and the public to think of nature and themselves as entrepreneurial actors. In the final section, I provide an example from my research using actor network theory in learning gardens as a way to develop a theory and practice of ecoliteracy that is capable of identifying and resisting the ways both human and nonhuman life are being captured and reconstructed within biocapitalist development ventures. 相似文献
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《Journal of Cultural Economy》2013,6(2):178-193
How important is it for journalism, media, public relations and communication studies students more generally to acquire literacy in political economy? How possible is it for this to happen while maintaining now established specialized communication, journalism, media, public relations degrees or at least professional strands within communication degrees? A recent media campaign in Australia over a proposed mining tax throws into relief communication professionals' need for literacy in the orientations and positions of political economy. A recently implemented course gives some indicators of what can be achieved in this area. The article is thus about the spread and purchase of a culturally informed political economy rather than knotty questions within it. The article, first, sets out in brief key aspects of the media campaign in question and one journalist's reflection on the challenges it posed. It discusses what might be involved in equipping students with how to meet those challenges, placing this in the wider context of a course that introduces communication students to a non-reductionist, interdisciplinary political economy. 相似文献
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Luke Winslow 《Critical Studies in Media Communication》2017,34(3):278-292
This article explores the pathologizing of social protesters by theorizing an aesthetic of disgust in Occupy Wall Street media coverage. By cataloguing the hygienic deviance of the Occupy movement, I aim to illuminate an important countermobilization technique that disciplines and contains the grotesque function of the Occupy encampments. Examining media coverage of the Occupy movement, I show how aesthetic dimensions—including visual and olfactory sensations related to the bodies of the protesters and their encampments—were used to establish a relationship among hygienic deviance, moral impurity, economic failure, and ultimately the disposal of the protesters. I close by connecting an aesthetic of disgust to larger conceptual issues related to the viability of social protest in an era of neoliberal governmentality. 相似文献
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Eve Mayes 《Critical Studies in Education》2020,61(3):380-397
ABSTRACT As student voice has become popularised as a school reform strategy, it has been critiqued as another instrumental strategy that schools may use to govern students’ speech, bodies and subjectivities. What necessitates further analysis is the relation between student voice and regulatory modes of governance entwined with geopolitical attention to security in and beyond disciplinary institutions. In this article, ethnographic accounts from students at a comprehensive coeducational public secondary school where student voice was adopted as a school reform strategy are read with and through a policy context concerned with security (in particular, the Australian Government’s Schools Security Programme and the Living Safe Together policy strategy), and Foucault’s problematisations of ‘security’ in lectures published in Security, Territory, Population. It is argued that student voice is entwined with contemporary security policies and practices; securing the material borders of the school is inextricable from limits placed on the discursive articulation of feeling in and beyond school gates. 相似文献
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Mark Dawson 《Technology, Pedagogy and Education》2019,28(4):463-472
ABSTRACTGoing via Bernard Stiegler’s theorisation of technology, and his response to Chris Anderson’s claim that the era of hyper-networked, algorithmically driven digital technologies signals the end of theory, this paper aims to place the educational practice of networked learning as a space to think the edge, excess or limit of this proposed algorithmic dominance. The author discusses how networked learning can negotiate the border between educational theory, the practice of teaching and learning, and the processes and systems of educational technology, but suggests that to do this it must engage these disciplines through a thinking of technology which does not decide upon its status in advance. He argues that affirming this particular relation to technology is increasingly urgent given we are at a moment in which educational institutions are asking how to prepare our students for an age of continuing technological disruption. 相似文献
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Educational change in the neoliberal state is permeated by the effects of forces from outside the field of education itself. The process of governmentality welcomes, indeed demands, the participation of those non-state actors valorised by neoliberalism as well as government agencies dedicated to the advancement of such groups. Inevitably, the concerns of such organisations become central to how the state sees education. This article traces the assembly of national and international agents from industry, business and special interest groups around the concept of ‘knowledge economy’. It treats this assemblage as an apparatus (dispositif), examining how the construction of an economic problem is brought to bear on the demand for educational change, and how this construction of the problem is used to shape public opinion in order to prepare the public for a radical change of direction. Confining itself to the reform of mathematics education introduced in the Republic of Ireland in 2010, this article traces the emergence of a mathematics discourse focused on market-led education. It interrogates the construction of ‘the mathematics problem’ or ‘crisis in maths’ and argues that the discourse of the present construction is economic in nature, centring as it does on human capital production and market-led reform. 相似文献