The (UN) critical school teacher: three lessons about teacher engagement work with marginalised students in neoliberal times (original) (raw)
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Negotiating second chance schooling in neoliberal times: Teacher work for schooling justice
Teachers' Work
The purpose of this paper is to reflect upon our work as two insider teacher researchers using action research methodology with teacher colleagues, marginalised young people and community stakeholders to develop a sustainable and socially just senior secondary ‘second chance’ school for young people who had left schooling without credentials. Twelve years after our beginning developmental work, the Second Chance Community College (SCCC) continues with over 100 students enrolled in 2015. It has catered for over 1000 students since its development. Through pursuing critical forms of action research, enriched through active participation within a university led professional learning community, we became ‘radical pragmatic’ educators. This called us into collaborative, tactical and critical teacher work to navigate through constraining neoliberal logic with students and colleagues, reassembling our professional selves and radically changing the SCCC design from the design logics of conv...
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.
Educating for (whose) success? Schooling in an age of neo‐liberalism
British Journal of Sociology of Education, 2009
In Western nations, the social and economic changes of the last thirty years have facilitated a reorientation of the focus of educational institutions. Global capitalism has placed education at the forefront of national competitiveness and governments have responded with education policies primarily designed to serve the needs of the market.
Editorial: Learn, by listening to the child in neoliberal schools
Perhaps unsurprisingly, this Special Issue for the Journal for Critical Education Policy Studies emerged out of a disappointed search for literature on the experiences of neoliberal education as spoken by children and youth. While there is no shortage of work on the reverberations of market ideology within the structures, policies, and practices of schooling in the United States, an overwhelming majority of this is discussed through the reflective hindsight of the adult. Given that current discussions on education are heavily centered on the student, so much so that their performance constitutes a great percentage of teacher evaluations and their failure on standardized exams could potentially result in school closures and job loss, it is bewildering that children and youth are rarely invited to voice themselves in the conversion. Thus, we as editors, purposefully designed this issue to address the marginalization of a constituency who we believe can illuminate the state of schooling in ways that we as adults cannot. In this introduction, we put the child and youth in question by interrogating commonly held beliefs that regard such as natural,determined and predictable life stagesdefined by colloquial uptakes and developmental theories (for a complete Special Issue on this matter, see Farley & Garlen, 2016). With the aim of understanding these concepts as social productions, we present the following nine articles as examples of how children and youth are reclaiming discursive spaces both in and out of school sites, providing adult teachers, teacher educators, and policy-makers with experiential grounds upon which to rethink how neoliberal practices impact them as individual beings. We hope this issue not only fills a gap in the literature, but also urges others to consider the necessity of listening to all those who have been pushed aside and systematically disregarded in the conversation on urban schooling. In the end, we hope to create more compassionate and caring social conditions that rethink educational relations across differences and radical alterities (Todd, 2003). This requires us to not only interrogate the
2015
Follow this and additional works at: http://digitalcommons.chapman.edu/education\_articles Part of the Civic and Community Engagement Commons, Curriculum and Social Inquiry Commons, Educational Leadership Commons, Educational Sociology Commons, Education Policy Commons, Liberal Studies Commons, Other Education Commons, Other Sociology Commons, Politics and Social Change Commons, Social and Philosophical Foundations of Education Commons, Social Psychology and Interaction Commons, and the Sociology of Culture Commons
Neoliberalism and the Degradation of Education
Routes is committed to creating outlets for critical social research and interdisciplinary inquiry. Alternate Routes works closely with scholars, labour, community and social justice researchers to promote the publication of heterodox critical social research in all its forms, as well as provocative and progressive analyses that may not find a forum in conventional academic venues. Alternate Routes seeks to be a public academic journal and encourages works that advance or challenge theoretical, historical and contemporary socio-political, economic and cultural issues. In addition to full-length articles, we welcome review essays sparked by previously published material, interviews, commentaries, book reviews as well as poetry, drawings and photo-essays.
British Journal of Sociology of Education
Contemporary global economic contexts are shaped by a neoliberal paradigm of hyper-individualism and meritocratic frameworks that are increasingly guiding national policies in education and welfare. Schools are expected to focus on the production of human capital and student achievements are internationally benchmarked for competitive advantage. As social safety nets diminish, citizens are expected to be more personally accountable. This has created challenges for the poor and marginalised who are positionally disadvantaged in highly competitive neo-capitalist economies. Young people from social categories that sit below the traditional working class due to the precariousness of employment and living conditions are among the most vulnerable people in any society. Resource poor, many struggle to connect with schools and find meaning in a world that has relegated them to the margins. Such young people make up the apparently growing numbers of 'disengaged', 'at risk' and sometimes 'dangerous' and 'sick' youth who have become a focal point for official interventions that may be punitive and/or therapeutic or medical. Drawing upon the contrasting perspectives of teaching staff and youth workers in one Australian state, this paper argues for a change in the way schooling authorities construct and respond to the phenomenon of schooling 'disengagement'.
NEGOTIATING NEOLIBERAL EDUCATION: A POSITIONAL ISSUE AND AN OPPOSITIONAL STANCE
This chaptersets out the key principles of neoliberaleducation policies and highlights how these have been entrenched in education via recent policies. The chapter challenges the logic and taken for granted discourse supporting such moves and highlights the need to challenge the furether privatisation and marketisation of education, utilising wide and diverse historical examples of alternative approaches to illustrate potential alternativ pathways. It provides a set of conceptual lenses for rethinking educational alternatives, namely the 5 R's of educational research, and furter develops the concept of refraction to suggest ways to resist and reimagine educational futures. This chapter sets up the following contributions in the edited collection