Education Policy as Proto-fascism: The Aesthetics of Racial Neo-liberalism

Webb, P. Taylor; Gulson, Kalervo N.

doi:10.2478/v10159-011-0009-x

Cited by 10 publications

(5 citation statements)

References 19 publications

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“…El neoliberalismo contemporáneo, en tanto una forma avanzada de capitalismo cognitivo diferencial, crea estructuras de conocimiento con el fin de segregar las distintas formas de vida para hacerlas comercializables (Braidotti, 2010(Braidotti, , 2019Webb & Gulson, 2012). Con tal objetivo, privilegia saberes que multiplican y distribuyen las diferencias, siendo esta su estrategia política (Braidotti, 2009).…”

Section: Una Epistemología Aliada Del Control Neoliberalunclassified

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

Gómez-Guinart

Jaras

2021

EPAA

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Throughout this critical literature review, we present some theoretical and ethical challenges that the empirical use of voice poses to the knowledge and the development of public policies on inclusion in education. To this aim, we reviewed 31 studies that focus on voice, such as it is defined by the social model of disability, as a unit of analysis for inclusive practices in different educational scenarios. We found that voice is a synonym for discourse, and it describes three empirical routes: voice that points out social barriers, voice that expresses attitudes and beliefs, and voice that copes with stigma. Drawing upon our findings, we justified the need for producing knowledge for inclusion from another onto-epistemological perspective. As alternative, we suggested that new materialisms allow us to interrogate the ideas of the human and the difference underneath the social model of disability, given its modern ontological roots. In this direction, we redefined voice to recognize as such to every minuscule difference expressed by each alive materiality. Then, we reflected on the possibilities of creating knowledge that leads to a non-deterministic understanding of the difference and the human, and encourages the becoming of new discourses, practices, and public policies for inclusion in education.

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Section: Una Epistemología Aliada Del Control Neoliberalunclassified

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

Gómez-Guinart

Jaras

2021

EPAA

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“…Чак је и естетско васпитање деце у Лебенсборн домовима одступало од позитивних хуманистичких начела педагогије као науке. Не може се рећи да се није тежило развијању естетских квалитета и вредности у Лебенсборн домовима, али се исто тако не може негирати и антипедагошко деловање, зато што су Лебенсборн бебе васпитаване да припадају узвишеном немачком народу који је најлепши, најбољи и најузвишенији народ на свету у односу на све остале народе, нарочито Јевреје, Роме и Словене, који су Лебенсборн бебама представљени као популација људи која је Немачкој нанела велику штету (Webb  Gulson, 2011).…”

Section: васпитно деловање и учење у лебенсборн пројектуunclassified

Educational activities and learning in the Lebensborn project of Nazi Germany

Milenović¹

2020

Zb Pedag fak Užice

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During the time of Nazi Germany from 1933 to 1945, that is, to the end of World War II, the most horrific crimes in human history took place. Nazi Germany was based on militarism, racism, anti-Semitism, ideologism and occultism. First, the Nuremberg Laws were passed, which led to the Holocaust, and on December 12, 1935, in Munich, by the order of the commander of the SS troops, Heinrich Himmler, a secret state Lebensborn project was established. The goal of this state project was to create a pure Aryan race, which was considered a key condition for Germany to become the world's leading power in military, economic and cultural terms, and for the German people to rule the world with their sublime tradition and culture. The Lebensborn project involved the birth of children from biological mothers carefully selected from the ranks of racially pure young, beautiful and healthy German girls and biological fathers from the ranks of SS troops, who would later be housed in Lebensborn homes or in the homes of SS officers or prominent purely Aryan families. Children abducted all over Europe, who met the criteria of seemingly belonging to the members of the pure Aryan race, were also accommodated in these homes. In addition to custody and upbringing, the educational activities and teaching of these children in Lebensborn homes were carried out under strict supervision, based on the principles of fascist pedagogy the point that will be discussed in this theoretical study.

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“…Neoliberal education policies fundamentally shift the responsibility for desegregation from the state to individual families, reducing civil rights to a consumer choice (Eastman et al, 2017;Scott, 2013). Rather than holding the state accountable for racial segregation and resource inequities, the neoliberal approach transforms these problems into a 'more racially slippery private' issue (Taylor Webb and Gulson, 2011). Anyon (2014) argues that the inequalities that exist in education systems result from federal policies and economic structures that concentrate resources and power in the hands of privileged social groups.…”

Section: From Controlled Choice To Neoliberalism: the Evolution Of Scmentioning

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‘The kind of things we’ve heard keep people in the district’: White racial exclusion and the evolution of school choice policies in Portland Public Schools

Serbulo

2019

Urban Studies

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This policy history traces the evolution of Portland Public Schools’ school choice programme from the early 1970s until 2010 and examines its impacts on the historically black Albina neighbourhood. The purpose of this research is to identify the ideologies and assumptions that led to the establishment of the initial school choice programme and continued to influence decision makers as the programme evolved into a more neoliberal marketplace of schools. The district originally embraced controlled choice as a means to manage integration so it would not significantly tip the racial balance in predominantly white schools. By opting to make integration voluntary for students in predominantly white schools, the board legitimised white parents’ preferences for racially exclusionary school settings. In Portland Public Schools, white racial exclusion laid the foundation that shaped the technologies of the school choice programme as it developed into a more neoliberal iteration.

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Education Policy as Proto-fascism: The Aesthetics of Racial Neo-liberalism

Cited by 10 publications

References 19 publications

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

Educational activities and learning in the Lebensborn project of Nazi Germany

‘The kind of things we’ve heard keep people in the district’: White racial exclusion and the evolution of school choice policies in Portland Public Schools

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