Education as recovery: neoliberalism, school reform, and the politics of crisis

Slater, Graham

doi:10.1080/02680939.2014.904930

Cited by 79 publications

(43 citation statements)

References 46 publications

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“…As previous research has emphasized, the use of academic autonomy as an excuse for not engaging with sustainability, including in relation to long-established institutional identities, can be a significant barrier to innovation in SHE [1,40]. Another way of interpreting the accommodation of sustainability as a sectoral interest of environmental organizations rather than a higher-level institutional priority is to look at the marginalization of environmental issues by the global economic shifts associated with neoliberalization [68,69], which are also continuing to reshape schooling and higher education around the world [22,[70][71][72][73][74]. In this context, HEIs are understood as competing with each other in the global economy, and as conducting research and training for this economy [72].…”

Section: Strategic Planning For Sustainability In Higher Educationmentioning

confidence: 99%

Strategic Planning for Sustainability in Canadian Higher Education

Bieler

McKenzie

2017

Sustainability

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This paper reviews representations of sustainability in the strategic plans of Canadian higher education institutions (HEIs). A content analysis of the strategic plans of 50 HEIs was undertaken to determine the extent to which sustainability is included as a significant policy priority in the plans, including across the five domains of governance, education, campus operations, research, and community outreach. We found 41 strategic plans with some discussion of sustainability, and identified three characteristic types of response: (i) accommodative responses that include sustainability as one of many policy priorities and address only one or two sustainability domains; (ii) reformative responses that involve some alignment of policy priorities with sustainability values in at least a few domains; and (iii) progressive responses that make connections across four or five domains and offer a more detailed discussion of sustainability and sustainability-specific policies. Accommodative responses were dominant. More progressive responses were typically from institutions participating in the Sustainability Tracking, Assessment and Rating System (STARS) of the Association for the Advancement of Sustainability in Higher Education. The paper concludes with consideration of the political and economic contexts contributing to this relative prevalence of accommodative responses to sustainability.

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Section: Strategic Planning For Sustainability In Higher Educationmentioning

confidence: 99%

Strategic Planning for Sustainability in Canadian Higher Education

Bieler

McKenzie

2017

Sustainability

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“…She points out that these "neoliberal school reforms share several trends: they increase privatization, slash public services, increase competition, and place both blame and success on individuals rather than systems". Similarly, Slater (2015) argues that developed countries like the United States take advantage of the recent times of crisis caused by the model of capitalist accumulation to privatise public goods such as education.…”

Section: Education As a Business And A Construction Of Neoliberal Submentioning

confidence: 98%

“…Times of crisis not only allow the elite to acquire benefits, as Harvey (2010) notes, but are also perceived as an opportunity to implement neoconservative policies. The spread of these policies ends up producing subjectivities in line with neoliberal rationality, which take root and reproduce in each subject (Slater 2015). This represents a worldview which is seen through neoliberal lenses, which give a completely deceptive view of the world.…”

Section: Education As a Business And A Construction Of Neoliberal Submentioning

confidence: 99%

Is there life beyond neoliberalism? Critical socio-educational alternatives for civic construction

Rodríguez

Fernández-Herrería

2016

Globalisation, Societies and Education

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How far does the neoliberal system pervade social and educational fields in its attempt to colonise the world of life? Neoliberalism is increasingly penetrating every aspect of human existence. From this context, this paper presents a set of alternative socio-educational experiences which are subtly constructing new latent revolutionary subjectivities. Critical educators, as transformative intellectuals, should use this crisis as an opportunity to social transformation by joining theory and praxis. Many people are now building ways of dialogic learning, new social relationships, commitment and collaborative ventures. This makes citizens more aware and critical, proving them with experiences of empowerment and cooperative work. ARTICLE HISTORY

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“…In a time of deepening inequality and social polarisation, critics have branded the agenda for change «austerity localism« (Featherstone et al, 2012). Schools and teachers are positioned as sources of blame and recovery in response to a manufactured crisis (Slater, 2015). From this perspective, the political narrative of localism expounded by the Cameron governments (2010-2016) -associated with the Big Society, new civicism, voluntarism and citizenship empowerment -becomes another means to responsibilise and individualise.…”

Section: Localism and Social Responsibilitymentioning

confidence: 99%

Re-making teacher professionalism in England: localism and social responsibility

Hulme

Quirk-Marku

2017

RASE

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Teaching and teacher education in England have been subject to thirty years of sustained public scrutiny and political intervention (Furlong, 2013). A range of technologies have enhanced central control and promoted cultures of disciplined self-steering. These include systems of specification (through Teachers' Standards), measurement and comparison (through the audit of 'hard' performance indicators and periodic inspection of schools and teacher education), and prescribed forms of reflexive self-monitoring (quality assurance and evaluation processes). This article offers a critical analysis of the re-positioning of teaching and teacher education in England achieved by successive governments from the mid-1980s. Following a review of the trajectory of policies concerned with teacher development, three questions are addressed. How is teaching (re-)conceptualised in the reform of the Teachers' Standards in England? What emergent models of professionalism are discernible in recent drives to modernise and liberate the teaching profession? How do enduring models of 'occupational professionalism' (Evetts, 2011) interact with current moves towards localism in public service provision, diversification of school type and de-centralisation of education and children's services? The article concludes by identifying areas of tension between devolution of social responsibility and the promotion of local accountability, and the continued development of a national teaching service conceived as a public good. KeywordsTeacher education, teacher evaluation, professional standards, accountability. ResumenDurante los últimos treinta años, la educación y la formación docente en Inglaterra han sido objeto del examen de la opinión pública y de la intervención política (Furlong, 2013). Tecnologías variadas han mejorado el control central e impulsado hábitos de autoformación disciplinada. Estas tecnologías incluyen sistemas de especificación (a través de las normas para docentes Teachers' Standards), evaluación y comparación (por medio de indicadores de desempeño «duros» en la auditoría e inspección periódica de escuelas y de la formación docente), y formas recomendadas de autoevaluación reflexiva (garantía de calidad y procesos evaluativos). El presente artículo ofrece un análisis crítico del reposicionamiento de la educación y la formación docente que se ha alcanzado en Inglaterra en el transcurso de gobiernos sucesivos desde mediados de la década de los 80 del pasado siglo. Después de repasar la trayectoria de políticas que atañen al desarrollo docente, se abordarán tres interrogantes. ¿De qué manera en Inglaterra se (re)conceptualiza la educación en la reforma que se plantea en las normas Teachers' Standards? ¿Qué modelos de profesionalismo se distinguen en avances recientes orientados a modernizar y liberar la profesión docente? ¿De qué manera los modelos de «profesionalismo ocupacional» (Evetts, 2011) interactúan con movimientos simultáneos hacia el localismo y la descentralización de la educación y los servicios de atención...

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Education as recovery: neoliberalism, school reform, and the politics of crisis

Cited by 79 publications

References 46 publications

Strategic Planning for Sustainability in Canadian Higher Education

Strategic Planning for Sustainability in Canadian Higher Education

Is there life beyond neoliberalism? Critical socio-educational alternatives for civic construction

Re-making teacher professionalism in England: localism and social responsibility

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