The Privatized Public: Antagonism for a Radical Democratic Politics in Schools?

Boyles, Deron

doi:10.1111/j.1741-5446.2011.00413.x

Cited by 9 publications

(2 citation statements)

References 4 publications

(4 reference statements)

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“…Reclaiming its democratic potential but documenting its loss of meaning, Boyles (2011) further laments that, "'the public good' has become so privatized as to have lost any significant comparative, differentiated, or substantive meaning" (p. 434). contends that current neoliberal ideology "celebrates individualism and narrowly understands public goods as private goods" (p. 142).…”

Section: Reclaiming the Public Grounds Of Our Democratic Imaginationmentioning

confidence: 99%

Pedagogies and Curriculums to (Re)imagine Public Education

Rodríguez¹

2015

Cultural Studies and Transdisciplinarity in Education

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We live in a time where the complex nature and implications of social, political and cultural issues for individuals and groups is increasingly clear. While this may lead some to focus on smaller and smaller units of analysis in the hope that by understanding the parts we may begin to understand the whole, this book series is premised on the strongly held view that researchers, practitioners and policy makers interested in education will increasingly need to integrate knowledge gained from a range of disciplinary and theoretical sources in order to frame and address these complex issues. A transdisciplinary approach takes account the uncertainty of knowledge and the complexity of social and cultural issues relevant to education. It acknowledges that there will be unresolved tensions and that these should be seen as productive. With this in mind, the reflexive and critical nature of cultural studies and its focus on the processes and currents that construct our daily lives has made it a central point of reference for many working in the contemporary social sciences and education.This book series seeks to foreground transdisciplinary and cultural studies influenced scholarship with a view to building conversations, ideas and sustainable networks of knowledge that may prove crucial to the ongoing development and relevance of the field of educational studies. The series will place a premium on manuscripts that critically engage with key educational issues from a position that draws from cultural studies or demonstrates a transdisciplinary approach. This can take the form of reports of new empirical research, critical discussions and/or theoretical pieces. In addition, the series editors are particularly keen to accept work that takes as its focus issues that draw from the wider Asia Pacific region but that may have relevance more globally, however all proposals that reflect the diversity of contemporary educational research will be considered.

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Section: Reclaiming the Public Grounds Of Our Democratic Imaginationmentioning

confidence: 99%

Pedagogies and Curriculums to (Re)imagine Public Education

Rodríguez¹

2015

Cultural Studies and Transdisciplinarity in Education

View full text Add to dashboard Cite

show abstract

“…This latter view has been on the increase in recent years as business interests have become more influential, with schools expecting graduates to be trained to function as skilled employees rather than educated citizens. This model of education has been exemplified in many policy reports from A Nation at Risk, to America 2000, to No Child Left Behind, to Race to the Top (Boyles, 2011). The liberal arts education advocates think that school's role is to provide students with a well-rounded education with a base of knowledge in a wide range of areas for the sake of knowledge alone.…”

Section: School Choicementioning

confidence: 99%