Economics Imperialism and the Role of Educational Philosophy

Gilead, Tal

doi:10.1080/00131857.2014.914878

Cited by 5 publications

(7 citation statements)

References 66 publications

(68 reference statements)

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“…We found very few publications in education that directly engaged with the concept of economic imperialism. This small literature reflects a nascent and very recent uptake of the concept with only eight education-related academic publications, all written since 2012, in such subfields as early childhood (Stuart, 2016), K–12 (Ellison, 2014; Ellison & Aloe, 2019; Gilead, 2015; Menashy & Read, 2016), and higher and vocational education (Allais, 2012, 2014; see Table 2). Geographically, studies have examined a variety of education contexts, including the United States (Ellison, 2014; Ellison & Aloe, 2019), New Zealand (Stuart, 2016), and cross-national studies (Allais, 2012, 2014; Menashy & Read, 2016).…”

Section: Economic Imperialism In Educationmentioning

confidence: 99%

Economic Imperialism in Education Research: A Conceptual Review

Jabbar

Menashy

2021

Educational Researcher

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In this review, we explore economic imperialism, a concept that captures the phenomenon of a single discipline’s power over so many facets of social life and policy—including education. Through a systematic search, we examine how economic imperialism has been conceptualized and applied across fields. We uncovered three key, interconnected elements of economic imperialism that hold relevance for education research. First, economics has colonized other disciplines, narrowing the lens through which policymakers have designed education reforms. Second, an overreliance on economic rationales for human behavior neglects other explanations. Third, a focus on economic outcomes of education has subjugated other important aims of education. We share implications for researchers to use economic theory in ways that are interdisciplinary but not imperialist.

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Section: Economic Imperialism In Educationmentioning

confidence: 99%

Economic Imperialism in Education Research: A Conceptual Review

Jabbar

Menashy

2021

Educational Researcher

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“…On specific incursions by economics into other social sciences, Gilead, Ellison, and Allais are sound starting points when exploring economics imperialism in educational theory and research (GILEAD, 2015;ELLISON, 2014;AND ALLAIS, 2012). For sociology, Stephen Mennell provides interesting insights (MENNELL, 2014).…”

Section: Crítica Da Teoria Clássica Da Crise Da Educaçãomentioning

confidence: 99%

“…Em incursões específicas da economia em outras ciências sociais, Gilead, Ellison e Allais são pontos de partida sólidos ao explorar o imperialismo da economia na teoria e pesquisa educacional (GILEAD, 2015;ELLISON, 2014;E ALLAIS, 2012). Para a sociologia, Stephen Mennell fornece insights interessantes (MENNELL, 2014).…”

Section: Crítica Da Teoria Clássica Da Crise Da Educaçãounclassified

Critique of the Classical Theory of Education Crisis

Rikowski

2021

Trab. Educ.

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The Classical Theory of Education Crisis is the default theory utilised by educational theorists for understanding the constitution and explanation of education crises in contemporary society. Following a brief outline of the concept of crisis, and the histiography of the notion of education crisis from the Second World War to the neoliberal recession of 1980-82, there is an outline of The Classical Theory of Education Crisis as most fully expressed in Madan Sarup’s classic Education, State and Crisis: A Marxist Perspective (1982). The key aspect of the Classical Theory is that education crises are derivative of economic crises. This is followed by the main event: critique of the Classical Theory. Its reliance on structuralist thought (with associated determinism, functionalism and reductionism) and the inflow of economics imperialism are some of its key deficiencies. The Conclusion outlines ground still to be covered and the need to move beyond the Classical Theory of Education Crisis.

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“…Education as a path can be found in theory and practice (Aloni, ; Owen‐Smith, ; Peters, ), and the economic‐functional orientation can be seen clearly in our times. As Gilead () described, over the passing decades a process of ‘economic imperialism’ has taken place. Phenomena, such as accountability, high‐stakes testing, ‘best practices’, tools for teaching, and what Biesta () called ‘the learnification of education’, reflect education as a vehicle of economic progress that stands for values of functionality, efficiency, cost‐effectiveness and productivity.…”

Section: Mindfulness Practicementioning

confidence: 99%

“…It positions the practice as both serving educational aims and as an inherently worthwhile activity (Peters, ) and gives it a far more robust presence in the curriculum (O'Donnell, ). Such conception implies a shift away from education that is narrowed down by ‘economic imperialism’ (Gilead, ); conversely, it grounds it in ancient and contemporary conceptions of education as a path and as a holistic endeavour that concerns character, virtue, self‐knowledge and social‐engagement (Aloni, ).…”

Section: Three Roles Of Mindfulness In Educationmentioning

confidence: 99%

Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education

Ergas¹

2019

Journal of Philosophy of Education

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Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education OREN ERGASFollowing the exponential rise in publications on mindfulness in education and the emergence of some critical perspectives on this field, this paper articulates three roles of mindfulness practice in education: Mindfulness in, as and of education. The three are developed based on an examination of the practice as it is shaped by two different socio-historical narratives, which in turn manifest in different modalities of implementation and aims in the contemporary educational field. While much of the field is governed by 'mindfulness in education' within economic-therapeutic interventions, equal attention is given to 'mindfulness as education' as reflected in a whole school approach and to 'mindfulness of education' in which the practice radicalises the ethos of critical pedagogy. Describing these three roles, the paper introduces readers to the practice itself, offers a framework for understanding its associations with a variety of educational aims, and critically discusses these associations as well as the diverse pedagogical possibilities that this practice brings to contemporary and future education.

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Economics Imperialism and the Role of Educational Philosophy

Cited by 5 publications

References 66 publications

Economic Imperialism in Education Research: A Conceptual Review

Economic Imperialism in Education Research: A Conceptual Review

Critique of the Classical Theory of Education Crisis

Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education

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