Critical Pedagogy and Teacher Education in the Neoliberal Era (original) (raw)
Related papers
2015
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Neoliberalism, Critical Pedagogy, and the Child
Philosophical Studies in Education, 2017
Like so many people, my life is inundated with children. I have always had an affinity for children insofar as they appear to me to be much more inquisitive and open-minded than the average so-called adult, and thus I enjoy springing big ideas on them to see what emerges. For instance, I recently engaged in a twenty-minute-long conversation with a seven year old about capitalism. One certainly could question the way I began and framed the conversation, but, for the purpose of this paper, that matters less than the fact that I was able to sustain a seven year old in such a conversation for twenty minutes and, further, that I learned something myself in the process: that this particular first grader very deeply knows and feels the difference between finding an answer and being given the answer, between learning for the sake of learning and learning for the sake of being right, and, further, understands the sense of injustice that comes along with having educational possibilities limit...
EDITORIAL Andrew Wilkins: Pedagogy of the consumer: The politics of neo-liberal welfare reform ARTICLES Kevin J. Burke: Strange bedfellows: The new neoliberalism of catholic schooling in the United States Christopher G. Robbins, Serhiy Kovalchuk: Dangerous disciplines: Understanding pedagogies of punishment in the neoliberal states of America Jon Frauley: Post-Social politics, employability, and the security effects of higher education Magnus Dahlstedt, Fredrik Hertzberg: Schooling entrepreneurs: Entrepreneurship, governmentality and education policy in Sweden at the turn of the millennium Susan M. Martin: Education as a spectral technology: Corporate culture at work in Ontario‘s schools Glenn C. Savage: Being different and the same? The paradoxes of ‘tailoring’ in education quasi - markets Panayota Gounari, George Grollios: Educational reform in Greece: Central concepts and a critique
Education and Neoliberal Globalization: To Be a Critical Educator in Neoliberal Era
Deakin University, 2013
The objective of this study is to examine teachers’ reaction to the market-driven changes in education world through the lens of CET. This study aims to explore the potentials of CET and CP to provide teachers with foundations of emancipatory teaching to nurture students’ intellectual engagement, encourage critical thinking and fair-mindedness in order to preserve teaching profession as intellectual endeavor. The research was conducted at Todd Beamer High School (TBHS) Federal Way, Washington. Teachers were individually interviewed about their views on three aspects of education; general education, Critical Education Theory and daily teaching practices.
EDITORIAL Andrew Wilkins: Shades of Freire: Exorcising the Spectre Haunting Pedagogy ARTICLES Kyle Wanberg: Pedagogy Against the State: The Ban on Ethnic Studies in Arizona Zachary A. Casey, Brian D. Lozenski, Shannon K. McManimon: From Neoliberal Policy to Neoliberal Pedagogy: Racializing and Historicizing Classroom Management Encarna Rodríguez: Child-centered Pedagogies, Curriculum Reforms and Neoliberalism. Many Causes for Concern, some Reasons for Hope Anne M. Harris: In Transit/ion: Sudanese Students’ resettlement, Pedagogy and Material Conditions Anne Price, Andrew McConney: Is ‘Teach for All’ Knocking on your Door? Eugenio Echeverria, Patricia Hannam: Philosophical Inquiry and the Advancement of Democratic Praxis
Neoliberalism and Education Reform
2007
[Winner of the 2008 “Critic’s Choice Award” from the American Educational Studies Association] This book has two primary goals: a critique of educational reforms that result from the rise of neoliberalism, and to provide alternatives to neoliberal conceptions of education problems and solutions. A key issue addressed by contributors is how forms of critical consciousness can be engendered throughout society via schools. This means paying attention to the practical aspects of pedagogy for social transformation and organizing to achieve a most just society. Each contributor offers critical examinations of the pragmatics of pedagogy and organizing for social transformation. It is the editors hope that the analysis of neoliberal educational reform provided in the chapters will contribute in multiple ways to the programs of critical scholars, educators and activists working for education and schools that serve the broad interests of the public and against capitalist educational practices. Contents: Foreword, Richard A. Brosio. Introduction, E. Wayne Ross and Rich Gibson. Neoliberalism and the Control of Teachers, Students, and Learning: The Rise of Standards, Standardization, and Accountability, David W. Hursh. No Child Left Behind, Globalization, and the Politics of Race, Pauline Lipman. Education and the New Disciplinarity: Surveillance, Spectacle, and the Case of SBER, Kevin D. Vinson and E. Wayne Ross. The Ideology and Practice of Empire: The United States, Mexico, and the Education of American Immigrants, Gilbert G. Gonzalez. Neoliberalism and the Perversion of Education, Dave Hill. Schools and the GATS Enigma, Glenn Rikowski. A Marxist Reading of Reading Education, Patrick Shannon. Paulo Freire and the Revolutionary Pedagogy for Social Justice, Rich Gibson. The Unchained Dialectic: Critique and Renewal of Higher Education Research, John Welsh. Marketizing Higher Education: Neoliberal Strategies and Counter-Strategies, Les Levidow. Critical Pedagogy and Class Struggle in the Age of Neoliberal Globalization: Notes from History's Underside. Peter McLaren Author Index. Subject Index.
Neoliberal Elements in Canadian Teacher Education: Challenges and Possibilities
Alberta Journal of Educational Research, 2018
This article offers a critical reflection of the changes experienced in teacher education across Canada in light of the neoliberal impact on educational spaces. It also seeks to disrupt the neoliberal narrative and problematize a rationality that has permeated teacher education programs. The article maintains that the neoliberal agenda is incompatible with critical educational practices. As a mode of critical resistance to educational instrumentalism, the paper offers recommendations as part of its critique on the deleterious impact of neoliberalism. Cet article offre une réflexion critique des changements découlant de l'impact néolibéral sur les milieux éducatifs qui touchent la formation des enseignants partout au Canada. L'article veut également perturber la théorie néolibérale et problématiser une rationalité qui s'est infiltrée dans les programmes de formation des enseignants. L'article affirme que le programme néolibéral est incompatible avec des pratiques éducatives cruciales. Comme élément de sa critique de l'impact néfaste du néolibéralisme, l'article propose des recommandations en guise de moyens de résistance critique à l'instrumentalisme en éducation.
Critical Pedagogy in Uncertain Times: Hope and Possibilities, edited by Sheila L. Macrine
Policy Futures in Education, 2016
Shelia L Macrine's edited volume, Critical Pedagogy in Uncertain Times: Hope and Possibilities, presents itself as an intervention into the current phase of neoliberal capitalism, where critical pedagogy is often conceived of as a force for a more humanistic and democratic future and as an instrument for unveiling the oppressive nature of capitalism. Incidentally, this volume also serves as a celebration, marking 40 years since the landmark publication of Paulo Freire's seminal text, Pedagogy of the Oppressed. Macrine brings together ten chapters in two sections, many of which are by some of the most esteemed scholars and activists in critical pedagogy, as well as a foreword by Stanley Aronowitz, and an afterword by Gustavo E. Fischman. The foreword by Stanley Aronowitz outlines a framework of critical pedagogy based on three goals for what he calls ''radical democratic humanism'' (p. ix). The first and second goals are self-reflection and being critical as undergirding elements of human consciousness-these goals are covered in the book's first section. In the book's second section, the overall goal is concerned with agency and the role of critical pedagogy for reinstating ''education as a public good'' (p. 6). In the book's first section, Chapter 1 begins with Henry Giroux, who reinvigorates Noam Chomsky's call for the responsibility of intellectuals. Within the neoliberal context, Giroux argues that subjects in higher education have gained importance ''almost exclusively through their exchange value on the market'' (p. 16), where higher education has subsidized corporate training while enslaving students with debt. Giroux's response is for intellectuals to connect their labor to social problems in order to defend the public sphere. In Chapter 2, Kenneth Saltman outlines the disaster impulses of neoliberalism through a back door privatization framework. Back door privatization, according to Saltman, has occurred through disaster, illustrated by No Child Left Behind of 2001, Renaissance 2010 in Chicago, IL, rebuilding education in Iraq after the US invasion, and rebuilding education in New Orleans after Hurricane Katrina. Saltman's chapter leads to Chapter 3, where Peter McLaren and Nathalia Jaramillo articulate a revolutionary critical pedagogy situated within a critique of political economy, in which a Marxist humanist approach can help one break through the boundaries of capitalism. McLaren and Jaramillio read this Marxist humanistic approach into Latina/o education, where students serve capital through a perfidious binary in the US education system between Americanism and un-Americanism. In Chapter 4, Donaldo Macedo works to unmask the illusions associated with prepackaged Western democracy spread through the instrument of US foreign policy. The