Where in the world does neoliberalism come from?

Connell, Raewyn; Dados, Nour

doi:10.1007/s11186-014-9212-9

Cited by 215 publications

(59 citation statements)

References 40 publications

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“…40 Mahubani, 2007Mahubani, , 2008Takeuchi 2007, Chen, 2012Connell, 2007. by relating to other human beings, 41 examining particularism of Asia and Asian international students may also enable scholars in Europe-America to understand how Asian minds work in their aspirations to search for modernity while keeping to their traditions. 42 As Connell (2007Connell ( , 2014) noted, which echoed Spivak's (1994), the West can go further than identifying the subaltern by recognising subaltern voices; with that is responsibility of structuring relationships to provide space for subalterns to do good and feel good without the implicit assumption of Western cultural supremacy. 43 de Wit (2014) calls on us to rethink and reinvent international education by moving away from economic rationales of globalisation and internationalisation, and decolonize international education from an elitist approach, where Enlightenment values are seen as necessary for development efforts that then legitimise them as universal values, toward a social contract approach that recognises local-global interdependence, where intercultural and international cooperation is the focus.…”

Section: Contending Viewpointsmentioning

confidence: 98%

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Rethinking international education through the concept of capabilities

Phạm

2015

Confero

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This paper calls for rethinking international education towards a transformative agenda to engender international students’ self-determination, self-reflection, agency and citizenship that would enable them to make valuable personal and social change for them and their communities when they return to their homeland. It argues for a reconceptualisation of the vision of international education to include both the instrumental objectives of skills development and jobs procurement, as well as the intrinsic value of creating substantive opportunities for people to live the lives they value. It further argues that there is a need to move research from institutional perspectives of international education providers to those of international students and graduates focussing on their personal and civic commitment within their home communities. In the context of this paper, the terms “West” and “Western” generally refer to countries in the geographical regions of Europe including the United Kingdom, North America, and Australia and New Zealand in the Pacific region. The terms “Anglo-West” and “Euro-America” are also used interchangeably with the same meaning. The terms “Asia” and “Asian” generally refer to countries in the geographical regions of East and South East Asia, and South Asia. This paper has four parts. The first part sketches the current discourses on international education in the emerging knowledge societies of Asia. It critiques the parochial Anglo-Western values in international education discourses and calls for contending viewpoints that consider diversity of students’ cultural and social values. The second part presents Amartya Sen’s Capability Approach (CA) as an alternative framework for viewing and evaluating international education. The third part discusses the operationalising aspects of the CA in the practical contexts of its philosophical status and considers the potential of its epistemological benefits. The last part concludes the paper by summarising the discussion about the merits of the CA as a conceptualising and evaluating tool for international education.

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Section: Contending Viewpointsmentioning

confidence: 98%

“…42 Mahubani, 2007. 43 Connell, 2007Connell, , 2014Landry and Maclean, 1996. 44 Brooks and Waters, 2013. more theoretical insights about the reach and impact of international education.…”

Section: Contending Viewpointsmentioning

confidence: 99%

Rethinking international education through the concept of capabilities

Phạm

2015

Confero

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“…No obstante, el "neoliberalismo" (Connell 2014) "realmente existente", así como las políticas de "estabilización", son elaboraciones que surgieron en la región latinoamericana o en el Sur; sus "reglas" e implementación fueron muy diferentes a las que se intentaron difundir en el Norte a partir de los años del reino de Thatcher, lo cual demuestra, una vez más, que en los "centros", las asimetrías de poder y sus condiciones de existencia, difieren de parte el libro compilado por Sunkel (1991) ofrece las de la época que fundamentan muchas de las hipótesis. 6.…”

Section: La Búsqueda Del Desarrollo Perdidounclassified

América Latina y su teoría

Mallorquín¹

2017

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“…While these stories are relevant globally, they often overshadow the local and particular manifestation of neoliberal ideas and their influence on local policy-particularly outside of the global North (Boxall & Short, 2006;Fairbrother, Svensen, & Teicher, 1997). As Raewyn Connell and Nour Dados argue, 'the most influential accounts of neoliberalism are grounded in the social experience of the global North, which is in fact only a fragment of the story' (Connell & Dados, 2014). While the theories, policies and practices of the North Atlantic have had an undeniable influence on Australia and it is also undeniable that there are unique and distinct processes through which knowledge is produced and enacted in specific locales in the Global South (Anderson, 2002(Anderson, , 2014Connell, 2007).…”

Section: Neoliberalism and Health Carementioning

confidence: 99%

Conflicts of interest in neoliberal times: perspectives of Australian medical students

Mayes

Kerridge

Habibi

et al. 2016

Health Sociology Review

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In this paper we report on the findings from 6 focus groups conducted with Australian medical students. The focus groups discussed students' perceptions of conflicts of interest and the influence of commercial values in health care and medical education. Our research revealed that students were aware of a number of structural influences that affected the medical education they received and that had the potential to shape their attitudes and practices as they progressed in becoming a doctor. We found that the pressures of educational workload and anticipated career trajectories tended to have an individualising affect that limited the perceived possibility of collective action and response to structural influences. We interpreted these findings through the lens of neoliberal governmentality to articulate the way commercial interests are negotiated and normalised by medical students. Based on these findings, we suggest that medical education should not only explicitly alert students to effects of political and commercial influences on the health care system, but also encourage the collective agency of students and strategies that do not place unrealistic expectations on individuals to effect structural change.

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Where in the world does neoliberalism come from?

Cited by 215 publications

References 40 publications

Rethinking international education through the concept of capabilities

Rethinking international education through the concept of capabilities

América Latina y su teoría

Conflicts of interest in neoliberal times: perspectives of Australian medical students

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