Abstract:This paper is a theoretical effort to support but complicate critiques of disaster capitalism and neoliberal strategies to profit from public education. We put into conversation a discursive analysis following Michel Foucault and a spatial analysis following Henri Lefebvre that focus on monumentalized disasters. We argue that neoliberalism carries out its agenda of privatization through public spaces that are never fully dismantled. We draw on empirical research into spaces that exemplify the usefulness of our… Show more
“…This study of private education in the absence of a public option in the UAE and Qatar attempts to examine what happens with regard to access and equity when private education is the only option available to the majority of a nation's residents. Consistent with other literature on privatization (Ball, 2007;Atasay & Delavan, 2012;Robertson & Verger, 2012;Srivastava, 2010), we find that inequalities, in particular between socioeconomic groups, persist and that families and educators alike feel this negative impact. The dominance of for-profit providers has meant that financial returns, rather than a belief in the importance of education for both the individual and society, begin to influence discourse in the education sector overall.…”
Section: Fire: Forum For International Research In Educationsupporting
In the face of rising demand for private schooling in the United Arab Emirates (UAE) and Qatar, a lack of affordable schooling options, monopolistic behavior of private education providers, and unpredictable government regulations have created a complex and unequal education sector. This research employs a mixed methods comparative approach to explore the ways in which private education providers navigate the regulatory schooling environments and assess the impact on education stakeholders in the UAE and Qatar. The study finds that there are considerable socioeconomic differences in terms of who has access to schooling and that a growing for-profit education sector may be deepening existing inequities in both countries, leaving poorer expatriate families only able to access low-quality education or in the worst cases, unable to access education at all. The promise of non-profit providers as a viable alternative to ensure access is explored.
“…This study of private education in the absence of a public option in the UAE and Qatar attempts to examine what happens with regard to access and equity when private education is the only option available to the majority of a nation's residents. Consistent with other literature on privatization (Ball, 2007;Atasay & Delavan, 2012;Robertson & Verger, 2012;Srivastava, 2010), we find that inequalities, in particular between socioeconomic groups, persist and that families and educators alike feel this negative impact. The dominance of for-profit providers has meant that financial returns, rather than a belief in the importance of education for both the individual and society, begin to influence discourse in the education sector overall.…”
Section: Fire: Forum For International Research In Educationsupporting
In the face of rising demand for private schooling in the United Arab Emirates (UAE) and Qatar, a lack of affordable schooling options, monopolistic behavior of private education providers, and unpredictable government regulations have created a complex and unequal education sector. This research employs a mixed methods comparative approach to explore the ways in which private education providers navigate the regulatory schooling environments and assess the impact on education stakeholders in the UAE and Qatar. The study finds that there are considerable socioeconomic differences in terms of who has access to schooling and that a growing for-profit education sector may be deepening existing inequities in both countries, leaving poorer expatriate families only able to access low-quality education or in the worst cases, unable to access education at all. The promise of non-profit providers as a viable alternative to ensure access is explored.
“…Interesting for the contextualization of this study is the fact that the new project the Edison Schools founder has moved on to is running a global network of elite DL schools with tuitions approaching US$40,000 per year (Matthews, 2011). This is a key example of what Atasay and Delavan (2012) have characterized as the repetitive failure of neoliberalism to fulfill its promises to fix the monumental failures it identifies. Neoliberal discourse's promises of equity have to compete with mounting evidence that the projects it justifies usually enhance inequality rather than curtail it.…”
Section: Neoliberal Discourses In Language Educationmentioning
We argue the emergence of a shift in U.S. language education policy discourses from an equity/heritage (EH) framework focused on equity for English learners and non-English heritage languages, toward a global human capital (GHC) framework linked to neoliberal considerations of the language skills of individuals and nations. This discursive shift represents a change in the audience to which language education programs are primarily marketed. Drawing on a critical approach to content analysis to test for evidence of this discursive shift in Utah, we analyzed 164 articles from 5 Utah newspapers from 2005 to 2011 that assigned value statements to dual language and bilingual education. EH values declined or changed little over time whereas GHC values increased. Policy implications are discussed.
“…By juxtaposing the past against the future, neoliberal discourses enjoy an 'infinite futurity' (Atasay and Delavan, 2012), a disaster discourse about today for a day to come, that is better than today. In its infinite futurity, the failure of what was once a neoliberal reform or reconstruction is rendered 'not liberal enough' and a newer neoliberal version is introduced as a better solution.…”
Section: Disaster Discourses In Educationmentioning
This study maps out neoliberal processes of subjectification that are instantiated through discourses that depict non-privatized public schools and individuals as impoverished, deficient, disastrous and lacking. My study investigates neoliberal discourses of lack, disease and disaster as technologies of power, which facilitate privatized interventions into processes that shape subjectivity and neoliberal governmentality. My research examines the processes of subjectification that motivate individuals to learn a perpetual existence of lack; conditioning, namely, the homo aegrotus (the sick human) subject. To exemplify, I forefront education as a primary site in which these neoliberal discourses occur. I investigate the impact of education initiative Value-Added Education on educational processes of subjectification that administer individuals in such a way that they learn to desire a particular type of socio-economic optimization; one that is driven by a constant lack and lifelong desire to overcome poverty and disease.
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