Policy-makers, market advocates and edu-businesses: new and renewed players in the Spanish education policy arena

Olmedo, Antonio

doi:10.1080/02680939.2012.689011

Cited by 43 publications

(27 citation statements)

References 18 publications

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“…Of significance in the Spanish case are the advances in this neoliberal logic that have been accentuated in recent years by generating greater school autonomy, school choice and accountability. This process has been more pronounced in some Autonomous Communities, such as in Catalonia, than in others (Alegre, Rambla, & Valiente, 2009;Olmedo, 2013).…”

Section: School Governance In Spain and Cataloniamentioning

confidence: 99%

Bringing democratic governance into practice: policy enactments responding to neoliberal governance in Spanish public schools

Prieto-Flores

Feu

Serra

et al. 2017

Cambridge Journal of Education

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Section: School Governance In Spain and Cataloniamentioning

confidence: 99%

Bringing democratic governance into practice: policy enactments responding to neoliberal governance in Spanish public schools

Prieto-Flores

Feu

Serra

et al. 2017

Cambridge Journal of Education

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“…Thus the descriptions of concrete policy changes or resistance take the centre stage. While the cultural resistance approach does engage in the emergence of corporations in the education space, the main focus appears to be on cultural analysis, the social ontology of neoliberalism, subjectivities that neoliberal practices produce or on how neoliberal ideology is translated into practices and policies (see, for example, Ball & Junemann, 2012;Hogan, 2015;Robertson, Bonal and Dale, 2002;Olmedo, 2013;Burch, 2009;Reckhow, 2013;Picciano and Spring, 2012).…”

Section: The Cultural Resistance Approachmentioning

confidence: 99%

Capital as power and the corporatisation of education

Kivisto

2016

Critical Studies in Education

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractBuilding on the definition of critical education residing in the crossroads of cultural politics and political economy, this theoretical article offers an inquiry into the intersection between critical education research and the central ritual of contemporary capitalism -capitalisation. This article outlines four current approaches in education research literature to the corporatisation of education. This article argues that the approaches must rely implicitly on one of the two major theories of capitalism: modern neoclassical economics or Marxist political economy, even when the approaches are built on cultural and sociological arguments. Without an explicit engagement with the concept of capital and capitalisation, the approaches risk appearing theoretically weak and reliant on moral assumptions. In this sense, critical education literature would be strengthened by engagement with international political economy (IPE) literature. This article proposes to redress this lacuna in the literature by mobilising Jonathan Nitzan's and Shimson Bichler's theory of capital as power to better understand the corporatisation of education.

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“…Europe (see Holger, 2011;Olmedo, 2013), governments of predominantly centrist shades areas of life post-school e.g., in health and sport (see Macdonald, 2014;Pope, 2014).…”

Section: Background and Contextmentioning

confidence: 99%

“…In this paper we want to foreground the nature of privatisation agendas in the UK, centre the significance of 'freedom rhetoric' in their development, and consider the implications of these processes for teachers, teaching and pupils in school Physical Education (PE). To be sure, a tour of the world of privatised Education and PE as it is beginning to appear in England, UK would reveal features familiar to those involved in school and teacher education work in central Europe (see Holger, 2011;Olmedo, 2013) and elsewhere (see Ball, 2012;Rizvi and Lingard, 2011;Arreman and Holm, 2011). have usefully identified the very many common elements of privatisation, albeit differently mediated by nation state histories, politics, government ideologies and levels of resource in Australia, New Zealand, England, the United States, Canada, France, Germany and India.…”

Section: Background and Contextmentioning

confidence: 99%