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Navigating Neoliberalism: Local and National Politics in Education – Insights from Stakeholders

This presentation explores the impact of neoliberal policies on education, focusing on both local and national contexts. It addresses how these policies shape the experiences of teachers, students, and parents, emphasizing that while competition and market-driven models are gaining traction, they often overlook long-term benefits and social protections. Highlighting the shift towards consumer citizenship, it critiques the trend of prioritizing short-term gains at the expense of broader educational values. This analysis draws on critical discourse theory and the evolving relationship between education and economic interests.

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Navigating Neoliberalism: Local and National Politics in Education – Insights from Stakeholders

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Presentation Transcript

  1. CARN Study DayNottingham March 2013 Una Hanley

  2. National /Local National Politics and Policy Education as it ‘should be’ according to Stake-holders … Local circumstances Education as lived out by participating teachers, students, parents and others …

  3. But the devil is in the detail…

  4. The constitutive outside … Neo-liberalism • Rolling back the support of the state for individuals. • Moving public services to a business model characterized by competition, accountability and profitability. Schools are very much part of this. • Freedoms for ‘the market’ and de-regulation of business practices, but intervention and micromanagement for public services.

  5. The constitutive outside … Neo-liberalism • An absolute concern for visible short term gains to appease shareholders often at the cost of investment, and the withdrawal of policies and practices which take longer to yield benefits. • Change, change, change - this is inevitable and necessary … • …. new layers of management equally necessary in order to deal with it.  • The orientating of citizens as consumers.

  6. The idea that the market should be allowed to make major social and political decisions; the idea that the State should voluntarily reduce its role in the economy, or that corporations should be given total freedom, that trade unions should be curbed and citizens given much less rather than more social protection--such ideas were utterly foreign to the spirit of the time (George, 1999, p.1). Extract from ‘A short History of Neoliberalism’ Presented by Susan George at the Conference on Economic Sovereignty in a Globalising World, Bangkok, 24-26 March 1999.

  7. Discourse Theory • For Foucault (1979, 1980, 1981) a discourse is a body of knowledge whose major characteristic is its disciplinary power. It fabricates a domain of reality by naming and signifying aspects of experience and constituting experience into thought. • This process enables documentation, computation, and evaluation of particular aspects of existence, rendering them thinkable, calculable and thus amenable to intervention.

  8. From information to operation, a changing pattern in English Education, the rise of the ‘go-getter’. There is a significant and increasing connectivity between governments and social policy, banks and financial institutions and the Institutes they support, Increasing numbers of for profit edu- businesses PISA envy

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