Pub Date : 2019-08-28DOI: 10.1332/POLICYPRESS/9781447350057.003.0009
K. Quinn, J. Bates
The purpose of this chapter is twofold: to examine the political position of academic librarianship in the context of recent changes in English Higher Education and to explore existing and emergent moments of radical educational possibility. Firstly, we argue for critical attention being paid to the university library – a site often perceived as self-evident, neutral, predictable – and highlight ways in which the work of the library has been affected by processes of neoliberalisation. Secondly, we investigate Radical Librarians Collective (RLC), an open, horizontalist organisation of library workers and supporters, as a potential site through which to counter these developments and foster radical alternatives. RLC’s successes are primarily within its aims to provide solidarity, space for discussion, and mutual aid nationally between like-minded library workers, and its support for everyday workplace practices of resistance. We conclude with suggestions for the collective’s development which focus on structure and local action.
{"title":"Everyday activism: challenging neoliberalism for radical library workers in English higher education","authors":"K. Quinn, J. Bates","doi":"10.1332/POLICYPRESS/9781447350057.003.0009","DOIUrl":"https://doi.org/10.1332/POLICYPRESS/9781447350057.003.0009","url":null,"abstract":"The purpose of this chapter is twofold: to examine the political position of academic librarianship in the context of recent changes in English Higher Education and to explore existing and emergent moments of radical educational possibility. Firstly, we argue for critical attention being paid to the university library – a site often perceived as self-evident, neutral, predictable – and highlight ways in which the work of the library has been affected by processes of neoliberalisation. Secondly, we investigate Radical Librarians Collective (RLC), an open, horizontalist organisation of library workers and supporters, as a potential site through which to counter these developments and foster radical alternatives. RLC’s successes are primarily within its aims to provide solidarity, space for discussion, and mutual aid nationally between like-minded library workers, and its support for everyday workplace practices of resistance. We conclude with suggestions for the collective’s development which focus on structure and local action.","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":"114913321","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}
Since the beginning of the 1990s, the Canadian and Québec Governments have increased their involvement with community-based organisations partly because of their potential economic benefits for society and the State. Community-based organisations can find themselves in a situation of ‘conflictual cooperation’, where they receive funding from the State, but also maintain a critical stance towards it. The chapter draws on an ethnographic and participatory study conducted in two community-based organisations for young people in the Province of Québec, Canada. The aim is to understand how youth workers managed to navigate an accountability regime and its literacies. Resourcefulness, awareness, and creativity were identified as key elements to navigate accountability literacies in the two organisations. Youth workers were forced to engage with neoliberal practices, but also found ways of adapting them so that they would be meaningful to the young people with whom they were working.
{"title":"Accountability literacies and conflictual cooperation in community-based organisations for young people in Québec","authors":"Virginie Thériault","doi":"10.2307/j.ctvnjbdm2.7","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.7","url":null,"abstract":"Since the beginning of the 1990s, the Canadian and Québec Governments have increased their involvement with community-based organisations partly because of their potential economic benefits for society and the State. Community-based organisations can find themselves in a situation of ‘conflictual cooperation’, where they receive funding from the State, but also maintain a critical stance towards it. The chapter draws on an ethnographic and participatory study conducted in two community-based organisations for young people in the Province of Québec, Canada. The aim is to understand how youth workers managed to navigate an accountability regime and its literacies. Resourcefulness, awareness, and creativity were identified as key elements to navigate accountability literacies in the two organisations. Youth workers were forced to engage with neoliberal practices, but also found ways of adapting them so that they would be meaningful to the young people with whom they were working.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"28 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":"128199376","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/9781447350057.003.0017
Carlos Vargas-Tamez
This chapter argues that equity and inclusion may be understood in different ways according to certain, dissimilar, philosophical traditions. This is exemplified by neoliberal interpretations of equity in education that have gained currency after the turn of the century and which construe equity as the achievement of quality an excellence in learning outcomes. The chapter contends that this take on equity is limited and may lead to the reproduction of disadvantage and marginalization. It is thus proposed that equity and inclusion be conceptualized under a notion of social justice so as to deconstruct inequality and subvert dominant utilitarian discourses. Finally, the chapter asserts that the 2030 Agenda for Sustainable Development and the education goal (SDG 4-Education 2030) represent an invaluable opportunity to counter neoliberalism in education and to ideate different resistance practices.
{"title":"Leaving no one behind: bringing equity and inclusion back into education","authors":"Carlos Vargas-Tamez","doi":"10.1332/POLICYPRESS/9781447350057.003.0017","DOIUrl":"https://doi.org/10.1332/POLICYPRESS/9781447350057.003.0017","url":null,"abstract":"This chapter argues that equity and inclusion may be understood in different ways according to certain, dissimilar, philosophical traditions. This is exemplified by neoliberal interpretations of equity in education that have gained currency after the turn of the century and which construe equity as the achievement of quality an excellence in learning outcomes. The chapter contends that this take on equity is limited and may lead to the reproduction of disadvantage and marginalization. It is thus proposed that equity and inclusion be conceptualized under a notion of social justice so as to deconstruct inequality and subvert dominant utilitarian discourses. Finally, the chapter asserts that the 2030 Agenda for Sustainable Development and the education goal (SDG 4-Education 2030) represent an invaluable opportunity to counter neoliberalism in education and to ideate different resistance practices.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"1 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":"130463374","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":"Foreword:","authors":"Kathleen S. Lynch","doi":"10.2307/j.ctvnjbdm2.5","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.5","url":null,"abstract":"","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"162 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":"121613825","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":"Introduction:","authors":"L. Tett, M. Hamilton","doi":"10.2307/j.ctvnjbdm2.6","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.6","url":null,"abstract":"","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"129 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":"115093011","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/9781447350057.003.0013
A. Larson, Pia Cort
Drawing on Biesta’s distinction between three functions of education: qualification, socialisation and subjectification, the chapter traces adult education policy in Denmark from the 1960s to the 2010s. Based on analysis of policy papers, we show how adult education policy during the past 50 years has developed from a combined focus on all three functions of education to a dominant focus on qualification from a human capital perspective, subordinating socialisation and subjectification to the idea of integration into the labour market and being employable. By shedding light on changes in adult education policies, we aim to question today’s language of economic necessity and technocratic inevitability in relation to adult education policy and to evoke a discussion about what adult education should be good for. The historical reading of Danish adult education policy, thus, serves as a resistant act by showing that adult education can be and has been thought otherwise.
{"title":"The marginalisation of popular education: 50 years of Danish adult education policy","authors":"A. Larson, Pia Cort","doi":"10.1332/POLICYPRESS/9781447350057.003.0013","DOIUrl":"https://doi.org/10.1332/POLICYPRESS/9781447350057.003.0013","url":null,"abstract":"Drawing on Biesta’s distinction between three functions of education: qualification, socialisation and subjectification, the chapter traces adult education policy in Denmark from the 1960s to the 2010s. Based on analysis of policy papers, we show how adult education policy during the past 50 years has developed from a combined focus on all three functions of education to a dominant focus on qualification from a human capital perspective, subordinating socialisation and subjectification to the idea of integration into the labour market and being employable. By shedding light on changes in adult education policies, we aim to question today’s language of economic necessity and technocratic inevitability in relation to adult education policy and to evoke a discussion about what adult education should be good for. The historical reading of Danish adult education policy, thus, serves as a resistant act by showing that adult education can be and has been thought otherwise.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"106 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":"134010047","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/9781447350057.003.0012
M. Milana, Francesca Rapanà
This contribution sheds light on the complex dynamic that produces cultural, economic and normative frames of reference for popular adult education. A cultural frame is what gives meaning, and assigns values to, popular adult education as a context, place-, and time-specific experience. A normative frame is what legitimises its provision, whereas an economic frame is what makes it sustainable. The authors apply a frame analysis to an Italian Third Age University, as an illustrative case, to examine its establishment and continuous operation over four decades, despite today’s dominant neoliberal discourse based on a competitive market approach. Drawing on this analysis, the authors pinpoint some actions that may open interstices for resistance to such a dominant discourse by popular adult education providers, but also policy makers, professionals, and volunteers who support or are involved in popular adult education.
{"title":"The appropriation of cultural, economic and normative frames of reference for adult education: an Italian perspective","authors":"M. Milana, Francesca Rapanà","doi":"10.1332/policypress/9781447350057.003.0012","DOIUrl":"https://doi.org/10.1332/policypress/9781447350057.003.0012","url":null,"abstract":"This contribution sheds light on the complex dynamic that produces cultural, economic and normative frames of reference for popular adult education. A cultural frame is what gives meaning, and assigns values to, popular adult education as a context, place-, and time-specific experience. A normative frame is what legitimises its provision, whereas an economic frame is what makes it sustainable. The authors apply a frame analysis to an Italian Third Age University, as an illustrative case, to examine its establishment and continuous operation over four decades, despite today’s dominant neoliberal discourse based on a competitive market approach. Drawing on this analysis, the authors pinpoint some actions that may open interstices for resistance to such a dominant discourse by popular adult education providers, but also policy makers, professionals, and volunteers who support or are involved in popular adult education.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"39 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":"121403262","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}
The chapter explores the impact of neoliberalism on Irish society and higher education (HE) and how this has been resisted. Taking a critical realist approach it seeks to analyse neoliberalism in HE in a way that is neither simplistic nor politically immobilising. It outlines the trajectory of neoliberal ideas in Ireland and their impact on higher education especially in the wake of the Great Recession. Most research on this topic neglects questions of agency and resistance. Thus, the main concern of the chapter is to document and analyse the various ways neoliberalism has been resisted in Irish higher education by staff, students and through social movement campaigns. It draws on mixed methods and qualitative research alongside documentary analysis for this purpose. The chapter concludes with reflections on how this resistance might be strengthened in the future by building alliances in order to reimagine the university.
{"title":"Moving against and beyond neoliberal higher education in Ireland","authors":"F. Finnegan","doi":"10.2307/j.ctvnjbdm2.16","DOIUrl":"https://doi.org/10.2307/j.ctvnjbdm2.16","url":null,"abstract":"The chapter explores the impact of neoliberalism on Irish society and higher education (HE) and how this has been resisted. Taking a critical realist approach it seeks to analyse neoliberalism in HE in a way that is neither simplistic nor politically immobilising. It outlines the trajectory of neoliberal ideas in Ireland and their impact on higher education especially in the wake of the Great Recession. Most research on this topic neglects questions of agency and resistance. Thus, the main concern of the chapter is to document and analyse the various ways neoliberalism has been resisted in Irish higher education by staff, students and through social movement campaigns. It draws on mixed methods and qualitative research alongside documentary analysis for this purpose. The chapter concludes with reflections on how this resistance might be strengthened in the future by building alliances in order to reimagine the university.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"29 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":"122494451","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/9781447350057.003.0015
H. Stevenson, Alison L. Milner, Emily Winchip, Lesley Hagger-Vaughan
Education policy is a national competence within European Union rules, and therefore the responsibility of national governments. However, encouraging education policy co-ordination across Member States, and developing a European education ‘policy space’ has always been a feature of EU activity. In this chapter we demonstrate how the EU’s economic governance structures, known as the European Semester, introduced after the 2008 financial crisis have developed to include a significant role for developing European education policy. We identify the need to ‘open up’ the European Semester to more democratic influences and show how education unions across Europe are working to ensure the Semester promotes socially just and democratically accountable public education.
{"title":"Education policy and the European Semester: challenging soft power in hard times","authors":"H. Stevenson, Alison L. Milner, Emily Winchip, Lesley Hagger-Vaughan","doi":"10.1332/POLICYPRESS/9781447350057.003.0015","DOIUrl":"https://doi.org/10.1332/POLICYPRESS/9781447350057.003.0015","url":null,"abstract":"Education policy is a national competence within European Union rules, and therefore the responsibility of national governments. However, encouraging education policy co-ordination across Member States, and developing a European education ‘policy space’ has always been a feature of EU activity. In this chapter we demonstrate how the EU’s economic governance structures, known as the European Semester, introduced after the 2008 financial crisis have developed to include a significant role for developing European education policy. We identify the need to ‘open up’ the European Semester to more democratic influences and show how education unions across Europe are working to ensure the Semester promotes socially just and democratically accountable public education.","PeriodicalId":404620,"journal":{"name":"Resisting Neoliberalism in Education","volume":"30 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":"126456697","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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