{"title":"Afterword:","authors":"Mary L. Hamilton, L. Tett","doi":"10.2307/j.ctvnjbdm2.23","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.23","url":null,"abstract":"","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"60 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":"122599968","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/9781447350057.003.0018
M. Hamilton, L. Tett
The aim of this book, as explained in the Introduction, is to demonstrate not only the urgent challenges from neoliberalism facing educationalists, but also a range of positive responses to these challenges. We have taken Raymond Williams (1989) notion of ‘resources of hope’ to draw together the rich variety of responses offered by contributors to the book and to identify what Milana and Rapanà call ‘interstices for resistance’ – points where it is possible to intervene to disrupt the dominant neoliberal regime and to help emergent, more emancipatory, cultures to take root. The notion of hope is explicitly referred to by several contributors as central to affirming identity and emboldening action....
{"title":"Afterword: resources of hope","authors":"M. Hamilton, L. Tett","doi":"10.1332/policypress/9781447350057.003.0018","DOIUrl":"https://doi.org/10.1332/policypress/9781447350057.003.0018","url":null,"abstract":"The aim of this book, as explained in the Introduction, is to demonstrate not only the urgent challenges from neoliberalism facing educationalists, but also a range of positive responses to these challenges. We have taken Raymond Williams (1989) notion of ‘resources of hope’ to draw together the rich variety of responses offered by contributors to the book and to identify what Milana and Rapanà call ‘interstices for resistance’ – points where it is possible to intervene to disrupt the dominant neoliberal regime and to help emergent, more emancipatory, cultures to take root. The notion of hope is explicitly referred to by several contributors as central to affirming identity and emboldening action....","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"15 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":"124039371","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":"The marginalisation of popular education:","authors":"A. Larson, Pia Cort","doi":"10.2307/j.ctvnjbdm2.18","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.18","url":null,"abstract":"","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"76 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113971853","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}
This chapter shows how the human capital model of knowledge that is embedded in transnational and national policies has led, in literacy programmes, to a focus on skills at the expense of wider goals. However, practitioners have resisted this discourse of deficit to some extent by a shared understanding of what is good practice, clear views of their underpinning value system and creative ways of delivering pre-set outcomes.
{"title":"The employability skills discourse and literacy practitioners","authors":"Gwyneth Allatt, L. Tett","doi":"10.2307/j.ctvnjbdm2.9","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.9","url":null,"abstract":"This chapter shows how the human capital model of knowledge that is embedded in transnational and national policies has led, in literacy programmes, to a focus on skills at the expense of wider goals. However, practitioners have resisted this discourse of deficit to some extent by a shared understanding of what is good practice, clear views of their underpinning value system and creative ways of delivering pre-set outcomes.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"4 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":"116056030","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/9781447350057.003.0003
V. Duckworth, Rob Smith
This paper draws on a longitudinal UCU research project: FE in England - Transforming Lives and Communities to explore transformative teaching and learning in adult literacy education and to argue for the place of research in affirming localised understandings of education that cut across the grain of contemporary educational reform. In the context of the dominance of a ‘skills’ discourse in further education in England, this research project focused on literacy education as a creating a discourse community offering ‘differential space’ (Lefebvre 1991) that is emancipatory for many learners at the local level of family and community. The research data illustrate that adult literacy education can be disruptive of the rigid linearity of a model of ‘learning progression’ that sorts individuals according to a qualification/age matrix. Instead, it can offer organic tools for resistance – through consciousness-raising and transformation by acting as a hope catalyst for changes in learners’ lives and teachers’ practice.
{"title":"Research, adult literacy and criticality: catalysing hope and dialogic caring","authors":"V. Duckworth, Rob Smith","doi":"10.1332/POLICYPRESS/9781447350057.003.0003","DOIUrl":"https://doi.org/10.1332/POLICYPRESS/9781447350057.003.0003","url":null,"abstract":"This paper draws on a longitudinal UCU research project: FE in England - Transforming Lives and Communities to explore transformative teaching and learning in adult literacy education and to argue for the place of research in affirming localised understandings of education that cut across the grain of contemporary educational reform. In the context of the dominance of a ‘skills’ discourse in further education in England, this research project focused on literacy education as a creating a discourse community offering ‘differential space’ (Lefebvre 1991) that is emancipatory for many learners at the local level of family and community. The research data illustrate that adult literacy education can be disruptive of the rigid linearity of a model of ‘learning progression’ that sorts individuals according to a qualification/age matrix. Instead, it can offer organic tools for resistance – through consciousness-raising and transformation by acting as a hope catalyst for changes in learners’ lives and teachers’ practice.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"238 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":"115586530","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}
Leaving no one behind is a clarion call of the 2030 Agenda for Sustainable Development. Promoting equity and ensuring inclusive participation of marginalized and disadvantaged groups is critical for the achievement of the Sustainable Development Goals. Persons with disabilities, older persons and migrants are classified as disadvantaged and vulnerable groups. Members of those groups are among the individuals most likely to be left behind because of the multiple barriers they face with regards to economic, social and political participation. Consequently, policymakers should address their needs.
{"title":"Leaving no one behind:","authors":"Carlos Vargas-Tamez","doi":"10.2307/j.ctvnjbdm2.22","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.22","url":null,"abstract":"Leaving no one behind is a clarion call of the 2030 Agenda for Sustainable Development. Promoting equity and ensuring inclusive participation of marginalized and disadvantaged groups is critical for the achievement of the Sustainable Development Goals. Persons with disabilities, older persons and migrants are classified as disadvantaged and vulnerable groups. Members of those groups are among the individuals most likely to be left behind because of the multiple barriers they face with regards to economic, social and political participation. Consequently, policymakers should address their needs.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"194 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":"134273630","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/9781447350057.003.0006
P. Thomson, Christine Hall
Neoliberal education policies, with their press for audit friendly checkpoints, produce dull pedagogies. In schools, the monotony of three-part lessons, shallow knowledges and multiple-choice testing produces underachievement and undermines the quality of teaching and learning. We describe the ways in which artists can work with teachers to resist the default practice of dullness. We focus in particular on the ontological, epistemological, ethical and redistributive underpinnings of arts-based pedagogies, arguing that it is these, rather than any particular techniques, that counter the underwhelming and inequitable effects of bland, rule-driven schooling.
{"title":"Countering dull pedagogies: the power of teachers and artists working together","authors":"P. Thomson, Christine Hall","doi":"10.1332/POLICYPRESS/9781447350057.003.0006","DOIUrl":"https://doi.org/10.1332/POLICYPRESS/9781447350057.003.0006","url":null,"abstract":"Neoliberal education policies, with their press for audit friendly checkpoints, produce dull pedagogies. In schools, the monotony of three-part lessons, shallow knowledges and multiple-choice testing produces underachievement and undermines the quality of teaching and learning. We describe the ways in which artists can work with teachers to resist the default practice of dullness. We focus in particular on the ontological, epistemological, ethical and redistributive underpinnings of arts-based pedagogies, arguing that it is these, rather than any particular techniques, that counter the underwhelming and inequitable effects of bland, rule-driven schooling.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"21 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":"123289226","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/9781447350057.003.0008
Shiv R. Desai, Shawn Secatero, M. Sosa-Provencio, Annmarie Sheahan
For centuries, schooling has enacted trauma and cultural erasure. Today, the neoliberal corporate ‘reform’ agenda contributes to destabilizing communities and separating educators, children, and families from the power education holds to unlock inquiry, creativity, connectedness, and agency toward resistance. Authors shape a pedagogical framework for use across teacher education and schools utilizing Chicana Feminist and Indigenous epistemologies. In earlier work, authors posit six tenets of Body-Soul Rooted Pedagogy galvanizing resistance/resilience mechanisms enduring in body, spirit, and land to transform education. Here, we forward Tenet 6, which shapes a hopeful, healing, regenerative pedagogy for the traumas of U.S. schooling.
{"title":"Nourishing resistance and healing in dark times: teaching through a Body-Soul Rooted Pedagogy","authors":"Shiv R. Desai, Shawn Secatero, M. Sosa-Provencio, Annmarie Sheahan","doi":"10.1332/POLICYPRESS/9781447350057.003.0008","DOIUrl":"https://doi.org/10.1332/POLICYPRESS/9781447350057.003.0008","url":null,"abstract":"For centuries, schooling has enacted trauma and cultural erasure. Today, the neoliberal corporate ‘reform’ agenda contributes to destabilizing communities and separating educators, children, and families from the power education holds to unlock inquiry, creativity, connectedness, and agency toward resistance. Authors shape a pedagogical framework for use across teacher education and schools utilizing Chicana Feminist and Indigenous epistemologies. In earlier work, authors posit six tenets of Body-Soul Rooted Pedagogy galvanizing resistance/resilience mechanisms enduring in body, spirit, and land to transform education. Here, we forward Tenet 6, which shapes a hopeful, healing, regenerative pedagogy for the traumas of U.S. schooling.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"83 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":"122268251","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}
Major changes are taking place in the UK university sector as HE is transformed into a high value commodity on the international market. These changes impact strongly on the day-to-day experience, relationships and identities of academic staff. This chapter reports on an interview study of academics’ writing practices in three UK Universities and three disciplines. Despite ample and vivid evidence of stress, acceleration of work, loss of autonomy and deteriorating working conditions we found little trace in our data of organized, collective resistance. However, there were many examples of tactical and symbolic workarounds and of staff holding on to core disciplinary values and vocational commitments. The chapter suggests that the framework of "everyday resistance" as proposed and documented in many contexts by Scott and others helps us to understand these reactions and how they reflect high levels of discomfort and wider frustration with the directions in which universities are moving.
{"title":"Strategies of resistance in the neoliberal university","authors":"Mary Hamilton","doi":"10.2307/j.ctvnjbdm2.15","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.15","url":null,"abstract":"Major changes are taking place in the UK university sector as HE is transformed into a high value commodity on the international market. These changes impact strongly on the day-to-day experience, relationships and identities of academic staff.\u0000This chapter reports on an interview study of academics’ writing practices in three UK Universities and three disciplines. Despite ample and vivid evidence of stress, acceleration of work, loss of autonomy and deteriorating working conditions we found little trace in our data of organized, collective resistance. However, there were many examples of tactical and symbolic workarounds and of staff holding on to core disciplinary values and vocational commitments. The chapter suggests that the framework of \"everyday resistance\" as proposed and documented in many contexts by Scott and others helps us to understand these reactions and how they reflect high levels of discomfort and wider frustration with the directions in which universities are moving.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"41 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":"127398054","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/9781447350057.003.0001
L. Tett, M. Hamilton
This book arose from a seminar presented at the European Conference on Educational Research (ECER) in September 2017. The seminar itself was prompted by a concern that although there was much discussion and many publications that critiqued neoliberalism, very few actually suggested how its impacts might be resisted. The seminar generated a lot of interest and so we felt that it was important to bring together ideas from across the spectrum of education into a book....
{"title":"Introduction: resisting neoliberalism in education","authors":"L. Tett, M. Hamilton","doi":"10.1332/policypress/9781447350057.003.0001","DOIUrl":"https://doi.org/10.1332/policypress/9781447350057.003.0001","url":null,"abstract":"This book arose from a seminar presented at the European Conference on Educational Research (ECER) in September 2017. The seminar itself was prompted by a concern that although there was much discussion and many publications that critiqued neoliberalism, very few actually suggested how its impacts might be resisted. The seminar generated a lot of interest and so we felt that it was important to bring together ideas from across the spectrum of education into a book....","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"22 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":"126725601","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：