Neoliberalism’s influence on American universities: How the business model harms students and society

Morgan, Hani

doi:10.1177/14782103211006655

Cited by 8 publications

(7 citation statements)

References 17 publications

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“…Fokus pendidikan disempitkan untuk melayani persaingan ekonomi dan teknologi, yang berdampak negatif pada kualitas pendidikan dan pengembangan keterampilan kritis (Lakes dan Carter, 2011;Younis & Hatim, 2021). Lebih lanjut neoliberal, mengkomodifikasi pendidikan dan melemahkan tanggung jawab sosial dan pembangunan (Klees, 2020;Morgan, 2022). Kecenderungan ini terutama terlihat dalam pendidikan kejuruan, di mana kebutuhan siswa kelas pekerja sering diabaikan (Lakes dan Carter, 2011).…”

Section: Implementasi Neoliberalisme Dalam Pendidikan DI Indonesiaunclassified

Neoliberalisme Dan Dampaknya Bagi Pendidikan Indonesia: Sebuah Refleksi

Salim,

Manubey,

Kuswandi

2024

JPN

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Dalam konteks pendidikan Indonesia, ideologi neoliberalisme ini tercermin dalam meningkatnya peran lembaga pendidikan swasta, komersialisasi pendidikan, dan peningkatan biaya pendidikan. Akibatnya memberikan dampak negatif seperti ketidaksetaraan akses, penurunan mutu pendidikan, dan pengaruh globalisasi yang mengancam identitas budaya lokal. Penelitian ini menggunakan kajian literatur untuk mendalami pengaruh neoliberalisme terhadap sistem pendidikan di Indonesia. Pengumpulan data dilakukan melalui jurnal ilmiah, kemudian dianalisis dan dibahas secara deduktif-induktif. Neoliberalisme, sebagai ideologi ekonomi, memperjuangkan kebebasan pasar, privatisasi, dan deregulasi, memberikan dampak terhadap pendidikan baik secara global, termasuk di Indonesia. Hasil analisis literatur ditemukan bahwa neoliberalisme mendorong pada marktetisasi pendidikan, privatisasi pendidikan, deregulasi, dan kompetesi. Neoliberalisme mendorong terjadinya kesenjangan sosial masyarakat, dimana masyakarakat yang kaya dapat mengkases pendidikan terbaik, sedangkan yang miskin sebaliknya. Untuk dapat menghadapi neoliberalisme dan memberikan akses pendidikan yang layak bagi masyarakat, pemerintah perlu untuk; pertama, meningkatkan pengawasan dalam pendidikan. Kedua, peninjauan ulang terhadap kurikulum untuk mencakup nilai-nilai lokal, mempromosikan pluralisme budaya, dan mempersiapkan siswa untuk tantangan global. Ketiga, menyelenggarakan pendidikan yang holistik-inklusif. Keempat, melibatkan masyarakat secara aktif dalam perencanaan dan pengambilan keputusan pendidikan. Dengan langkah-langkah ini, pendidikan Indonesia dapat menemukan keseimbangan yang tepat antara mengikuti prinsip neoliberalisme yang memungkinkan inovasi dan efisiensi, dan tetap mempertahankan nilai-nilai intrinsik dan memberikan akses pendidikan yang setara.

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Section: Implementasi Neoliberalisme Dalam Pendidikan DI Indonesiaunclassified

Neoliberalisme Dan Dampaknya Bagi Pendidikan Indonesia: Sebuah Refleksi

Salim,

Manubey,

Kuswandi

2024

JPN

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“…Scholars have generally focused on how schools reproduce inequalities. However, it is believed that the higher education system perpetuates similar inequities [13].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Improving Massive Open Online Courses to Reduce the Inequalities Created by Colonialism

Morgan

2023

Education Sciences

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Many nations that were once colonized continue to suffer from the economic effects of the colonial period. People in countries with high levels of poverty may benefit from taking massive open online courses (MOOCs) because these courses are broadcast for free or for considerably less than the cost of enrolling in traditional classes. However, these courses have been criticized for maintaining the inequalities created by colonialism. This study focuses on exploring whether MOOCs create inequalities toward people living in the Global South. It addresses how language, access to technology, and economic insecurity may make these courses less beneficial for people from low-income families than for those from more privileged backgrounds. It begins with a discussion of how colonialism impacted many nations in the world. Although many nations became free of colonial rule, colonialism led to economic instability, much of which persists to the present day. The findings indicate that MOOCs contribute to inequalities in several ways. One of these ways is by not providing enough support to help people from low-income families complete these courses. Another relates to the cost associated with having a strong internet connection and the other resources needed to submit work on time. The findings offer ideas on improving MOOCs. These ideas include offering MOOCs in the native languages of people living in the Global South and avoiding offering these courses according to the xMOOC model.

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“…The rise of neoliberalism has led to the increasing privatization and marketization of higher education [ 22 , 23 ], with negative impacts on the public-good mission of PHEIs, including in the US [ 78 ]. Low income and BIPOC students have been disproportionately affected [ 3 ], for example, Latiné students’ basic needs in a PHEI Hispanic Serving Institution [ 4 ].…”

Section: Why Are Campus Food Environments Unhealthy and Unsustainable?mentioning

confidence: 99%

“…These environments result from neoliberal PHEI business policies that prioritize short-term revenue, and encourage superfluous consumption and unhealthy, environmentally harmful diets that negatively affect students’ health, food security and academic success, and impact marginalized groups disproportionately [ 2 , 3 , 4 ]. The conflict of these policies with PHEIs’ public-good mission of promoting health, food security, equity, and academic success compromises PHEI integrity.…”

Section: Introductionmentioning

confidence: 99%

What’s to Eat and Drink on Campus? Public and Planetary Health, Public Higher Education, and the Public Good

Cleveland

2022

Nutrients

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Public higher education institutions (PHEIs) have a unique and important role in responding to the public and planetary health crisis—they are centers of research on public and planetary health and of learning for young people, and have a public good mission. Yet, PHEI campus food environments are predominantly unhealthy and environmentally unsustainable, and associated with unhealthy food choices and unhealthy students. PHEIs are addressing high levels of student food insecurity (FI) that disproportionately affect the most vulnerable groups. Yet, because student FI is measured as individual access to adequate quantities of food, campus responses to FI often overlook unhealthy food environments. These environments result from neoliberal PHEI business policies that prioritize short-term revenue and encourage superfluous consumption, and unhealthy, environmentally harmful diets. PHEIs need to move beyond neoliberalism to honor their public good mission, including prioritizing health, the environment, and equity, in decisions about food on campus. My goal in this perspective is to encourage inclusive campus discussion about why this change is required to adequately respond to the crisis of student, public, and planetary health, and about how to begin.

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Neoliberalism’s influence on American universities: How the business model harms students and society

Cited by 8 publications

References 17 publications

Neoliberalisme Dan Dampaknya Bagi Pendidikan Indonesia: Sebuah Refleksi

Neoliberalisme Dan Dampaknya Bagi Pendidikan Indonesia: Sebuah Refleksi

Improving Massive Open Online Courses to Reduce the Inequalities Created by Colonialism

What’s to Eat and Drink on Campus? Public and Planetary Health, Public Higher Education, and the Public Good

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