Democracy and education: ‘In spite of it all’

Clarke, Matthew

doi:10.1177/1757743818756915

Cited by 5 publications

(4 citation statements)

References 31 publications

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“…For example, drawing upon Lacanian psychoanalytic theory, Clarke and colleagues (e.g. Clarke, , , ; Clarke & Sheridan, ; Clarke et al ., ) have argued that this type of interplay results in an ‘extimate’ form of subject, i.e. one which is ‘neither fully inside nor outside but both simultaneously’ (Clarke & Sheridan, , p. 196).…”

Section: The Cmis‐frameworkmentioning

confidence: 99%

Performative technologies and teacher subjectivities: A conceptual framework

Englund

Gerdin

2019

British Educational Res J

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Critical educational literature suggests that an increased reliance upon performative technologies is currently transforming the very foundations from which teacher subjectivities are constructed. Arguably though, the number of studies pointing to this risk or tendency is considerably larger than the ones theorising why this should be the case. Further, in those cases where the relationship between performative technologies and teacher subjectivities is theorised, the psychological mechanisms that the technologies appeal to are seldom brought to the fore. Based on this, the purpose of this article is to theorise the psychological mechanisms that performative technologies appeal to and work through, by means of identifying, systematising and elaborating extant understandings of such mechanisms in the critical educational literature. The results are presented in the form of a conceptual framework (referred to as the CMIS‐framework) which suggests that one and the same performative technology may play many different roles, where each such role appeals to and works through a particular psychological mechanism. Importantly, depending on the type of psychological mechanism that is appealed to, the CMIS‐framework suggests that this will lead to teachers (un)consciously conducting particular forms of subjectivising work upon themselves, here referred to as compliance, mirroring, identification and self‐realisation (CMIS).

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Section: The Cmis‐frameworkmentioning

confidence: 99%

Performative technologies and teacher subjectivities: A conceptual framework

Englund

Gerdin

2019

British Educational Res J

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“…(2016), Wang (2017) and Kirylo (2018) have indicated. Over and against the depoliticising effects of neoliberal policies (Clarke, 2012, 2018), that reduce political concerns to matters of technical efficiency, the SATs Catalan boycott movement has brought about to some degree, as elsewhere, a re-politicisation of education.…”

Section: Resistance To the Sats: The Dimensions Of ‘Tactical Reversalmentioning

confidence: 99%

Revolting families: The Catalan ‘opt out’ movement and practices of resistance against Standard Assessment Test (SAT). Some exploratory research

Collet‐Sabé

Ball

2019

Power and Education

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Neoliberal policy technologies are spreading across the globe. Most go unrecognised and unopposed, but in some cases, they have provoked reactions and movements that reject or resist them. In this article we focus on one such movement of resistance, consisting of a network of families (the ‘opt out’ movement) that is boycotting the Standard Assessment Tests of primary education in Catalonia. We draw on exploratory research based on in-depth interviews with six of these families, as well as a review of articles, websites and documents produced by or about the movement. The participation of these families is examined in the light of Foucault’s notion of resistance in two different respects: resistance as a ‘tactical reversal’ and refusal as an ‘aesthetics of existence’. We begin with an outline of the global ideological context in which the Standard Assessment Tests are set, and then examine the background to the opt out movement’s resistance to the Standard Assessment Tests in Catalonia. This is followed by a Foucauldian analysis of this resistance, and then a description of the methodology used and the families interviewed. We make no significant empirical claims in the paper but rather seek to theorise certain paradoxes and tensions in relation to opting out and end with some remarks on the significance of the movement.

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“…Confronting such and similar experiences mean that we must “acknowledging, and to some degree embracing, the constitutive role of lack and loss in our being” (Clarke, 2020a: 65). The point is that such lack and loss can never be avoided by living up to promising and often cruel fantasies.…”

Section: Introductionmentioning

confidence: 99%

The tyranny of student satisfaction: Cruel optimistic fantasies in education

Hansen

Mellon

2022

Power and Education

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In this theoretical paper, we reflect on the optimistic neoliberal fantasies that are played out in today’s education, even though that they rarely live up to their promises. Inspired by Lauren Berlant’s concept of cruel optimism, and psychoanalytical thinkers as Slavoj Žižek and Ilan Kapoor, and their focus on concepts such as fantasy, desire, enjoyment, and the unconscious, we argue that there is a contemporary tendency for critical thinking and complicated conversations to be neglected or avoided in education, especially these forms of thinking and conversations that can question the neoliberal fantasmatic order and the cruelnss as well as the enjoyment that come with it. Instead, educational institutions and educators must live up to the demands of the big (neoliberal market) Other and its desire for positive student evaluations that mirror satisfaction and quality regarding the educational “product” that students are promised. How it looks will be illustrated by means of examples that derive from a Danish educational context. On that basis, we claim that we are witnessing a form of satisfaction tyranny in education and discuss what it means if educational institutions and educators cannot release themselves from their neoliberal involvement.

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Democracy and education: ‘In spite of it all’

Abstract: Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.

Cited by 5 publications

References 31 publications

Performative technologies and teacher subjectivities: A conceptual framework

Performative technologies and teacher subjectivities: A conceptual framework

Revolting families: The Catalan ‘opt out’ movement and practices of resistance against Standard Assessment Test (SAT). Some exploratory research

The tyranny of student satisfaction: Cruel optimistic fantasies in education

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