Contesting global neoliberalism and creating alternative futures

Hursh, David; Henderson, Joseph A.

doi:10.1080/01596306.2011.562665

Cited by 85 publications

(50 citation statements)

References 14 publications

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“…Although I, like many others (e.g., Benveniste, Carnoy, & Rothstein, 2003;Plank & Sykes, 2003), am critical of the neoliberal education reforms, I do not agree with the slightly conspiratorial explanation of the neoliberal hegemony offered by Hursh and Henderson (2011). In line with post-Marxist (Laclau & Mouffe, 1985;Mouffe, 2005) and post-humanist (Barad, 2007;Sellers & Gough, 2010) analysis that is open to multiple readings of the data.…”

Section: Constructions Of Hegemony -A Poststructural Perspectivementioning

confidence: 61%

Discourses of education and constitutions of class: public discourses on education in Swedish PBS television

Reimers

2014

Discourse: Studies in the Cultural Politics of Education

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Drawing on post-structural perspectives and data from public discourses on education in Swedish television, the paper investigates articulations of neoliberal education discourse in opposition to and together with a discourse of equal education. It then examines how class emerges and is made significant (as economic subject positions and categories) in the framework of these articulations. The analysis shows that the programs, in a complex way, articulate and construct public education as simultaneously a private and a public good.Class, as subject positions that point to different economic life trajectories, is constituted as intersections of place, race, gender and school achievements.Keywords: education in the media, educational discourses, education and class IntroductionThe Swedish welfare society has been renowned as an example of social engineering designed to create an equal society (see, e.g., Ball & Larsson, 1989;Wolfe, 2000). This is also the case within public education. From the 1940s onward, public education has been seen as a means to compensate for differing class based prerequisites (Lundahl, 2002). This is the reason why Sweden has had a nine-year comprehensive primary school since the 1960s. However, since the beginning of the 1990s, the school system has experienced major changes. Instead of serving as an example of an encompassing comprehensive school aimed at offering an equal education for everybody, Swedish primary education has become market-driven. The former catchphrase "equal education for everyone" has been replaced by "free choice", and the notion that difference and competition-between schools and between students-will generate better educational results (Lundahl, 2002). This shift in focus and aim can be seen as a result of the Discourses of Education and Constitutions of classhegemony of a neoliberal educational discourse (see e.g., Bunar, 2009;Dahlstedt & Hertzberg, 2011), with a shift from education as a common good to education as a private good (Englund (1996;. The question asked here is how this discursive shift is articulated in a public discourse and how this affects constitutions of class as categories and subject positions. How is the hegemony of the neoliberal educational discourse articulated? What happens to representations of inequalities in education when the dominant discourse abandons the focus on equal education for everyone in favour of meeting the needs and wishes of individuals? What happens to representations of classed positions when education policies change from focusing on advancing the common good to focusing on creating a competitive market? The significance of class in educationThe notion that class plays a significant role in education is by no means a new insight.A wealth of studies point to schools and education as classed contexts in which socioeconomic background is of considerable importance for how individuals succeed within the educational system (see e.g. Caldas, Bernier, & Marceau, 2009;Carey, 2008;Croll, 2008;Willis, 1977). This research ind...

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Section: Constructions Of Hegemony -A Poststructural Perspectivementioning

confidence: 61%

Discourses of education and constitutions of class: public discourses on education in Swedish PBS television

Reimers

2014

Discourse: Studies in the Cultural Politics of Education

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“…By dominating the discourse regarding decision-making, neoliberalism is presented as both the inevitable evolution of capitalism and as a technical and apolitical response to economic and political issues, largely marginalizing alternative conceptions [4]. Within this discourse, ethical considerations of non-human species favored by many traditional societies [18,49,50] are marginalized, as are the communities whose views differ from the mainstream neoliberalism.…”

Section: Neoliberalism Economic Development and Sustainable Developmentmentioning

confidence: 99%

“…Neoliberal discourse as defined in this article, privileges economic development, including sustainable development in a sense that it OPEN ACCESS supports (literally makes sustainable) that very economic development, which keeps the environment in orbit with economics at the center [3]. Hursh and Henderson [4] asserted that neoliberalism elevates the market and profit above considerations of environmental sustainability. While perpetuation of economic development is not necessarily an explicit application of the term sustainable development as defined by the Brundtland report published in 1987, many critics have noted that sustainable development rhetoric has produced a number of economics-related metaphors.…”

Section: Introductionmentioning

confidence: 99%

Metaphors of Nature and Economic Development: Critical Education for Sustainable Business

Kopnina

2014

Sustainability

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Neoliberal discourse often conceptualizes nature in relation to its market utility and economic development. This article will address the role of metaphors in shaping neoliberal discourse in business education. The aim of this article is to reveal reasoning patterns about environmental problems and economic development in students of sustainable business minor. The case study described in this article involves business students at The Hague University in The Netherlands. This case study aimed to explore a shift in student understanding of environmental problems and economic development before and after the intervention. The results suggest that critical curriculum can inform students about the alternative conceptions as well as instruct them about potential solutions to the sustainability challenges. The article culminates with the argument that without goal-oriented education for sustainability; neoliberal education may not permit transcendence from unsustainable practices.

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“…Accordingly, a second wave of reforms took place in Australian universities, on the one hand as a response to neoliberalism, and on the other, as a new approach to vital contemporary questions such as climate change, environmental sustainabilityandrebuilding communities in a socially fair way [3]. The Australian government has pledged to make a special investment effort in higher education, and to provide funding in areas such as sustainability, energy and climate change, among other issues, with respect to both academic issues and research [5].…”

Section: Introductionmentioning

confidence: 99%

“…On the one hand, these reforms were characterized by a gradual decline in the number of students and by reductions in state funding [1], resulting in a competitive environment where universities invested resources in order to gain a competitive advantage. On the other hand, academics increasingly emphasized the importance ofindividual competitiveness in global markets [2], and this viewraisedthe market and the search for profit above concerns about climate change and environmental sustainability [3].…”

Section: Introductionmentioning

confidence: 99%

Are Australian Universities Making Good Use of ICT for CSR Reporting?

2015

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Abstract:The higher education system in Australia has witnessed various government initiatives that have provided funding to integrate corporate social responsibility (CSR) issues and thus contribute to the training of professionals with a strong sense of ethics, social values and concern for the repercussions of business activities in society. There are increasing demands from stakeholders for more transparent and more accountable information, including questions related to CSR. This paper analyses the policies and communication strategies regarding CSR information applied in Australian universities and considers whether they are making good use of information and communication technologies (ICT) to facilitate interaction with stakeholders. The results show that ICT have not been considered a relevant tool in terms of improving accountability regarding CSR concerns in Australian universities, although they could represent a differentiation factor in the competitive environment of higher education.

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Contesting global neoliberalism and creating alternative futures

Cited by 85 publications

References 14 publications

Discourses of education and constitutions of class: public discourses on education in Swedish PBS television

Discourses of education and constitutions of class: public discourses on education in Swedish PBS television

Metaphors of Nature and Economic Development: Critical Education for Sustainable Business

Are Australian Universities Making Good Use of ICT for CSR Reporting?

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