Neoliberalism, Corporate Culture, and the Promise of Higher Education: The University as a Democratic Public Sphere

Giroux, Henry A.

doi:10.17763/haer.72.4.0515nr62324n71p1

Cited by 746 publications

(483 citation statements)

References 19 publications

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“…It promotes life as a Pick and Taylor, 2009: 78). Social visions are dismissed as hopelessly out of date and the entrepreneurial self becomes ascendant (Giroux, 2002). (Shacklock, 1998).…”

Section: Organisation For Economic Co-operation and Development (Oecdmentioning

confidence: 99%

In defence of care: Gilligan’s relevance for primary education

Adams¹

2015

Pedagogy, Culture & Society

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In the main, writing about care seems to contrast the ethics of justice with the ethics of care. Whilst the former deploys objectivity, the latter holds that individuals are connected. Problematically, contemporary primary education seemingly holds apersonal, justice conceptions as its basis and rationale. In turn, primary education, in parts, adopts justice orientations for the way in which it organises and controls. This paper sets out to identify the way in which care can be conceived of as an alternative to justice-based conceptions of morality, and hence its applicability to the educational sphere. It takes, as its starting point the contribution made by Carol Gilligan, and examines her work for the ways in which it counters justice mechanisms through its celebration of a different voice. However, a warning is sounded: the neoliberal line holds court in the drive to design education; to simply cite care as the foil to this is problematic. For in so doing lies the danger that care is simply ignored due to the paternalistic hold justice conceptions have. To this end I propose that care be seen as a partner for justice and neoliberalism and not a mere alternative.

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“…It promotes life as a Pick and Taylor, 2009: 78). Social visions are dismissed as hopelessly out of date and the entrepreneurial self becomes ascendant (Giroux, 2002). (Shacklock, 1998).…”

Section: Organisation For Economic Co-operation and Development (Oecdmentioning

confidence: 99%

In defence of care: Gilligan’s relevance for primary education

Adams¹

2015

Pedagogy, Culture & Society

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“…Further, Giroux (2002) argues that Higher Education Institutes (HEIs) are one of the few public spaces remaining where students can 'learn the power of questioning authority, recover the ideas of engaged citizenship, reaffirm the importance of the public good, and expand their capacities to make a difference ' (p. 450).…”

Section: Introductionmentioning

confidence: 99%

Interculturality and the study abroad experience: students’ learning from the IEREST materials

Holmes

Bavieri

Ganassin

et al. 2016

Language and Intercultural Communication

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Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis study investigated how a "while abroad" (IEREST) intercultural experiential learning programme i) encouraged mobile student sojourners to explore the concept of "interculturality"; ii) promoted their intercultural engagement/communication during their stay abroad; and iii) invited them to reflect on their own (developing) interculturality. As students demonstrated their intercultural learning and perspectives, how did they (re)interpret and (re)construct the IEREST learning materials? Data drew on questionnaires, reflective journals and focus groups from two groups of mobile university students (in Italy and the United Kingdom). The findings illustrated how students' initial expectations of the programme (meeting new people, improving language) were exceeded. Through reflection of experience, and discussion with peers, tutors, members of the host community students realised that "interculturality" is multifaceted and complex; they expanded their small culture spheres to explore community cultures (gender, age, locality); they acknowledged the effort, work, and time required in interpreting bilateral understandings of self and other, and the possibilities of such understandings for global/intercultural citizenship. The outcomes offer implications for intercultural learning and training in the study abroad context, materials development, and further research concerning student mobility and intercultural education in other contexts.La ricerca ha inteso investigare le modalità attraverso cui un programma di educazione interculturale, basato su un approccio esperienziale e rivolto a studenti universitari in mobilità (IEREST), i) abbia incoraggiato gli studenti ad indagare sul concetto di 'interculturalità'; ii) abbia promosso il loro impegno e la comunicazione interculturali; iii) li abbia sostenuti nella riflessione sul proprio sviluppo di capacità interculturali. Ci si è pertanto chiesti in quale modo gli studenti abbiano recepito, reinterpretato e ricostruito i concetti sottostanti ai materiali didattici IEREST. I dati, raccolti in Italia e nel Regno Unito mediante questionari scritti, diari riflessivi e focus group, mostrano come gli studenti abbiano acquisito una consapevolezza interculturale oltre le loro aspettative iniziali (incontrare persone nuove, migliorare la lingua). Attraverso la riflessione sulle esperienze vissute e attraverso l'interazione con i propri pari, con gli insegnanti e con membri della comunità locale, gli studenti h...

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“… an increased use of economic metrics to define productivity and value disciplines  viewing students as customers or clients;  a focus on job preparation over a liberal arts education;  a valuing of knowledge primarily in terms of its economic exchange value;  the use of corporate practices in governance; and  increasing external accountability (Brown, 2015;Giroux, 2002;Giroux, 2009;Giroux, 2014). This list is not exhaustive, but illustrates the various ways in which economic market values have permeated higher education.…”

Section: Introductionmentioning

confidence: 99%

Impacts of Neoliberal Managerial Practices on Faculty Engagement in Student Learning Assessment

Urban¹

2016

Prairie Journal of Educational Research

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Faculty perceptions of student learning assessment were examined in the context of neoliberal trends in higher education in this exploratory survey study. For this preliminary study, a small department consisting of sixteen faculty members was surveyed. Responding faculty rated themselves as highly engaged in assessment, and rated course uses of assessment as more important than institutional uses of assessment. Faculty perceived administrators as placing more importance on institutional uses over course uses, though the gap between administrators and faculty was less in course uses than in institutional uses. Faculty ratings of neoliberal manifestations at their institution varied considerably, with a perceived institutional focus on job training over liberal arts education the most substantial item. Together, these findings set the stage for future research into whether neoliberal trends impact faculty engagement student learning assessment.

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Neoliberalism, Corporate Culture, and the Promise of Higher Education: The University as a Democratic Public Sphere

Cited by 746 publications

References 19 publications

In defence of care: Gilligan’s relevance for primary education

In defence of care: Gilligan’s relevance for primary education

Interculturality and the study abroad experience: students’ learning from the IEREST materials

Impacts of Neoliberal Managerial Practices on Faculty Engagement in Student Learning Assessment

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