Care of the self, resistance and subjectivity under neoliberal governmentalities

Ball, Stephen J.; Olmedo, Antonio

doi:10.1080/17508487.2013.740678

Cited by 441 publications

(298 citation statements)

References 13 publications

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“…Así, a nivel general, hablan de privatización endógena, referida a la transformación de instituciones públicas a un modo privado-empresarial de operar y gestionar la educación, y privatización exógena, que implica la participación de instituciones privadas en establecimientos de educación pública para obtener beneficios. Siguiendo a Foucault, Ball (2013Ball ( , 2015 ha analizado las formas micro-sociales donde se desarrollan las políticas educativas neoliberales. A partir de entrevistas a profesorado de Reino Unido, sostiene que en el contexto del ejercicio del poder político educacional, la subjetividad es un campo clave en la disputa política acerca de la 'verdad', lo 'falso' y lo 'ético' y 'no ético', problematizando la constitución del sujeto consigo mismo y con los otros.…”

Section: Subjetividad Y Aspiraciones En El Contexto Neoliberalunclassified

Del campo a la universidad: aspiraciones de jóvenes de familias agricultoras de Chile

Sandoval

García²

2018

RASE

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Págs. 70-88 ResumenEn Chile se observan importantes transformaciones a nivel familiar en el medio rural. Los y las jóvenes de hoy responden al trabajo agrícola de forma distinta a sus progenitores, debido principalmente a las aspiraciones que surgen en relación a la apertura de la educación superior en el país. En este contexto de cambio social, la investigación de la que procede este artículo se plantea abordar dos cuestiones: la dimensión subjetiva que subyace al abandono de la agricultura en hijos e hijas de familias agrícolas, y la configuración de las aspiraciones intergeneracionales a partir de la apertura de la educación superior. La investigación se realizó a través de entrevistas semi-estructuradas a familias agricultoras en la región de Valparaíso. Los resultados muestran que fenómenos como el envejecimiento de la población agrícola y las aspiraciones de la población joven hacia la educación superior han promovido un proceso paulatino de abandono de la agricultura. Palabras clavesAspiraciones, jóvenes, familia, agricultura, educación superior. AbstractIn Chile, initiated in the dictatorship of Pinochet in 1973, there are important transformations at the family level in rural areas. Young people today respond to agricultural work very differently from their parents, mainly due to the aspirations that arise in relation to the opening of higher education in the country. In this context of social change, the research from which this article proceeds addresses two issues: 1) the subjective dimension that underlies the abandonment of agriculture in the sons and daughters of agricultural families, and 2) the configuration of intergenerational aspirations From the opening of higher education. The research was conducted through semi-structured interviews with farming families in the Valparaíso region. The results show that phenomena such as the aging of the agricultural population and the aspirations of the young population towards higher education have promoted a gradual process of abandonment of agriculture.

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Section: Subjetividad Y Aspiraciones En El Contexto Neoliberalunclassified

Del campo a la universidad: aspiraciones de jóvenes de familias agricultoras de Chile

Sandoval

García²

2018

RASE

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“…The notion of "care of the self" has been used recently by Ambrosio (2008) and Infinito (2003) to discuss educational theory, and also by Ball and Olmedo (2013) and Gunzenhauser (2008) to discuss teachers' behavior in an age of accountability and school reform. Simply stated, Foucault's (1986) notion of "care of the self" encompasses a variety of activities that one engages in for the construction of the self.…”

Section: Theoretical Lens Data and Context For The Studymentioning

confidence: 99%

“…My perspective in preservice teacher development assumes that education can be viewed as a distinct process of ethical self-creation (Ball & Olmedo, 2013;Foucault, 1997;Gunzenhauser, 2008;Infinito, 2003), and in this way education can be viewed as a productive form of power that "creates or makes people" (Marshall, 2001, p. 84). Teacher education courses could focus on preservice teachers' ethical self-creation, if teacher educators are devoted to preparing preservice teachers to address the constraints of the schooling context.…”

Section: Theoretical Lens Data and Context For The Studymentioning

confidence: 99%

Critical Intentions and “Care of the Self:” Reconsidering the Role of Agency in Preservice Teachers’ Thinking

Clark

2016

JCT

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Using Foucault's conceptualization of "care of the self," this article considers the ways in which social studies methods courses can better address preservice teachers' agency. The author considers the intentionality of two preservice teachers and uses the notion of "care of the self" to explore the preservice teachers' thinking about individual agency and the socialized structures of schooling and the teaching profession. Initially, the preservice teachers engaged in ethical practices that constructed resistance and creative challenges to the perceived normalizing aspects of social studies curriculum; however, when confronted with the socializing aspects of the teaching profession the preservice teachers were unable to synthesize their intentions and ethical practices with the constraints of the schools. The preservice teachers' inability to synthesize their purpose for teaching with the perceived curricular and professional norms in schools had implications for their agency. The author suggests preservice teachers must reimagine their agency as individual ethical practice to be achieved in context, and not as a regulated possession.

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“…In particular, such discursive approaches have been helpful to explicate the repertoire of elements and positions brought to the fore by neoliberalism Ball & Olmedo, 2013). These include not only active, and increasingly agile (Gillies, 2011) subjects, who are incited to maximise themselves to make good amid fluctuating markets (Masschelein & Simons, 2005) and a retrenched state, but also the responsibilisation (the making responsible) of citizens for functions and activities previously undertaken by and guaranteed by the state.…”

Section: A Foucauldian Discursive Approachmentioning

confidence: 99%

Subjects of, or subject to, policy reform? A Foucauldian discourse analysis of regulation and resistance in UK narratives of educational impacts of welfare cuts: The case of the ‘bedroom tax’

Burman¹,

Greenstein

Bragg

et al. 2017

EPAA

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This paper draws on material generated from a qualitative study of educational impacts of a British welfare reform affecting housing rent subsidy, size and location commonly known as ‘the bedroom tax’ (Bragg et al., 2015), which was partly taken as a topic for study specifically because of its iconic status as a controversial and unpopular welfare ‘reform’ (or cut). The analysis draws on Foucauldian understandings of subjectification or subject-formation - as elaborated both from within and in relation to the social (Foucault, 1970; 1983; Ball, 1990; Olssen, 2006; Popkewitz & Brennan, 1998), read through new and newly available perspectives (Allen, 2015; Pêcheux, 2014). This approach is applied to discuss how those addressed by educational policy, and also as research participants, are both subject to prevailing political and practice-oriented discourses (of educational ‘problems’, and of the neoliberal frameworks by which poverty and welfare cuts are discussed), but also – at times – how they can become the subject of – in the sense of reformulating – these discourses in their accounts of everyday activities. After outlining our approach and the context for the study, we focus on four examples drawn from the narratives of the various stakeholders in the study – parents/carers, school staff and other community-based organisations as illustrations of how this discursive approach can provide rich readings of relevance to educational policy debates. From these we not only take further discussions of the production and regulation of subjectivities via social and educational policy practices, but also offer indicative glimpses of resistance to this as expressed by those who are its primary subjects, and where in one case such resistance brings our own research commitments under critical scrutiny. As such, the contribution of this article is both topic-related (concerning the educational impacts of policy) but, crucially, also conceptual and methodological, in motivating for a Foucauldian-influenced discursive approach that is sensitive to struggle and resistance.

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Care of the self, resistance and subjectivity under neoliberal governmentalities

Cited by 441 publications

References 13 publications

Del campo a la universidad: aspiraciones de jóvenes de familias agricultoras de Chile

Del campo a la universidad: aspiraciones de jóvenes de familias agricultoras de Chile

Critical Intentions and “Care of the Self:” Reconsidering the Role of Agency in Preservice Teachers’ Thinking

Subjects of, or subject to, policy reform? A Foucauldian discourse analysis of regulation and resistance in UK narratives of educational impacts of welfare cuts: The case of the ‘bedroom tax’

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