{"title":"The appropriation of cultural, economic and normative frames of reference for adult education:","authors":"M. Milana, Francesca Rapanà","doi":"10.2307/j.ctvnjbdm2.17","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.17","url":null,"abstract":"","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124001700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Stevenson, Alison L. Milner, Emily Winchip, Lesley Hagger-Vaughan
{"title":"Education policy and the European Semester:","authors":"H. Stevenson, Alison L. Milner, Emily Winchip, Lesley Hagger-Vaughan","doi":"10.2307/j.ctvnjbdm2.20","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.20","url":null,"abstract":"","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124065013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Literacy instruction in Canadian classrooms is entangled in neoliberal discourses that can limit teachers’ professional learning opportunities, pedagogical options, and children’s literacy options. And yet, there is hope. This chapter provides illustrations from one first grade classroom that participated in a multiple-case study of professional learning in literacy. The learning was designed to support teachers of children aged 3.8-8 years in creating multimodal literacy pedagogies. Data were collected through ethnographic and narrative methods. Analysis focused on mapping the network that produced classroom change, the children’s responses to the lesson, and the relationship to the professional learning activities. The findings suggest that the professional learning helped to create more connected literacies, joyful engagement in learning, and new relationships between children, teachers, materials, and meaning-making. The findings suggest how democratic literacy education can be fostered through professional learning spaces where teachers can exercise professional discernment and focus on children as pedagogical informants.
{"title":"Making spaces in professional learning for democratic literacy education in the early years","authors":"L. McKee, R. Heydon, E. Davies","doi":"10.2307/j.ctvnjbdm2.10","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.10","url":null,"abstract":"Literacy instruction in Canadian classrooms is entangled in neoliberal discourses that can limit teachers’ professional learning opportunities, pedagogical options, and children’s literacy options. And yet, there is hope. This chapter provides illustrations from one first grade classroom that participated in a multiple-case study of professional learning in literacy. The learning was designed to support teachers of children aged 3.8-8 years in creating multimodal literacy pedagogies. Data were collected through ethnographic and narrative methods. Analysis focused on mapping the network that produced classroom change, the children’s responses to the lesson, and the relationship to the professional learning activities. The findings suggest that the professional learning helped to create more connected literacies, joyful engagement in learning, and new relationships between children, teachers, materials, and meaning-making. The findings suggest how democratic literacy education can be fostered through professional learning spaces where teachers can exercise professional discernment and focus on children as pedagogical informants.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125327536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-28DOI: 10.1332/policypress/9781447350057.003.0014
Keiko Yasukawa, Pamela Osmond
Adult Basic Education (ABE) emerged in Australia as an organic, practitioner-driven field motivated by social justice concerns; however, neoliberal ethos has now overtaken the driver’s seat of the field. The changes in ABE from a practitioner led provision to what remains now is a story covering over four decades. Ironically, however, what has been most impactful in recent years is the absence of an identifiable policy. Tracing the ABE’s trajectory into a policy vacuum, and analysing the difficulty this vacuum presents for activists within the field, the chapter points to possibilities of resistance that may strengthen and restore an ethos of social justice in the field.
{"title":"Adult basic education in Australia: in need of a new song sheet?","authors":"Keiko Yasukawa, Pamela Osmond","doi":"10.1332/policypress/9781447350057.003.0014","DOIUrl":"https://doi.org/10.1332/policypress/9781447350057.003.0014","url":null,"abstract":"Adult Basic Education (ABE) emerged in Australia as an organic, practitioner-driven field motivated by social justice concerns; however, neoliberal ethos has now overtaken the driver’s seat of the field. The changes in ABE from a practitioner led provision to what remains now is a story covering over four decades. Ironically, however, what has been most impactful in recent years is the absence of an identifiable policy. Tracing the ABE’s trajectory into a policy vacuum, and analysing the difficulty this vacuum presents for activists within the field, the chapter points to possibilities of resistance that may strengthen and restore an ethos of social justice in the field.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121472116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Everyday activism:","authors":"K. Quinn, J. Bates","doi":"10.2307/j.ctvnjbdm2.14","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.14","url":null,"abstract":"","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134376319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shiv R. Desai, Shawn Secatero, M. Sosa-Provencio, Annmarie Sheahan
{"title":"Nourishing resistance and healing in dark times:","authors":"Shiv R. Desai, Shawn Secatero, M. Sosa-Provencio, Annmarie Sheahan","doi":"10.2307/j.ctvnjbdm2.13","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.13","url":null,"abstract":"","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133619573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-28DOI: 10.1332/policypress/9781447350057.003.0007
David Hursh, S. McGinnis, Zhe Chen, B. Lingard
Over the last two decades, parents and community members in New York have increasingly resisted the neoliberal corporate reform agenda in schooling, including rejecting high-stakes testing. The parent-led opt-out movement in New York State has successfully opted around 20% of eligible students out of the Common Core state standardized tests over the last three years. To understand how a parent-led grassroots movement has achieved such political success, this chapter focuses on the two most influential opt-out organizations in New York State, the New York State Allies for Public Education (NYSAPE) and Long Island Opt Out (LIOO). The chapter investigates how they used social media and horizontal grassroots organizing strategies to gain political success, along with vertical strategies pressuring the legislature and Board of Regents. Our research reveals that parents in New York are reclaiming their democratic citizenship role in influencing their children’s public schooling and rejecting the corporate reform agenda.
{"title":"Resisting the neoliberal: parent activism in New York State against the corporate reform agenda in schooling","authors":"David Hursh, S. McGinnis, Zhe Chen, B. Lingard","doi":"10.1332/policypress/9781447350057.003.0007","DOIUrl":"https://doi.org/10.1332/policypress/9781447350057.003.0007","url":null,"abstract":"Over the last two decades, parents and community members in New York have increasingly resisted the neoliberal corporate reform agenda in schooling, including rejecting high-stakes testing. The parent-led opt-out movement in New York State has successfully opted around 20% of eligible students out of the Common Core state standardized tests over the last three years. To understand how a parent-led grassroots movement has achieved such political success, this chapter focuses on the two most influential opt-out organizations in New York State, the New York State Allies for Public Education (NYSAPE) and Long Island Opt Out (LIOO). The chapter investigates how they used social media and horizontal grassroots organizing strategies to gain political success, along with vertical strategies pressuring the legislature and Board of Regents. Our research reveals that parents in New York are reclaiming their democratic citizenship role in influencing their children’s public schooling and rejecting the corporate reform agenda.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126549753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Research, adult literacy and criticality:","authors":"V. Duckworth, Rob Smith","doi":"10.2307/j.ctvnjbdm2.8","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.8","url":null,"abstract":"","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"41 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120896649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on the preliminary results of the European research project EduMAP the chapter discusses the widely recognised yet weakened position of active participatory citizenship and its role in the current debate on the responsibility of adult education as a medium for empowerment and emancipation from prioritised neo-liberal values. The initial focus is on the various problems faced by adult education in Europe. Adult education as a means to achieve active participatory citizenship is then discussed suggesting that it is important to examine the educational implications of relevant theories and practices on citizenship. The paper concludes by suggesting that the current discussion on the challenges European societies face today, must acknowledge the need for adult education to be reformulated in ways that are enriched by diversity and the wide range of learning contexts and communicative practices that pose new challenges.
{"title":"Rethinking adult education for active participatory citizenship and resistance in Europe","authors":"G. Zarifis","doi":"10.2307/j.ctvnjbdm2.21","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.21","url":null,"abstract":"Based on the preliminary results of the European research project EduMAP the chapter discusses the widely recognised yet weakened position of active participatory citizenship and its role in the current debate on the responsibility of adult education as a medium for empowerment and emancipation from prioritised neo-liberal values. The initial focus is on the various problems faced by adult education in Europe. Adult education as a means to achieve active participatory citizenship is then discussed suggesting that it is important to examine the educational implications of relevant theories and practices on citizenship. The paper concludes by suggesting that the current discussion on the challenges European societies face today, must acknowledge the need for adult education to be reformulated in ways that are enriched by diversity and the wide range of learning contexts and communicative practices that pose new challenges.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"365 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121405889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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