Education as recovery: neoliberalism, school reform, and the politics of crisis
Building upon critical education policy studies of crisis, disaster, and reform, this essay develops a theory of recovery that further elaborates the nature and operation of 'crisis politics' in neoliberal education reform. Recovery is an integral process in capital accumulation, exploitin...
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| Veröffentlicht in: | Journal of education policy 2015-01, Vol.30 (1), p.1-20 |
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| creator | Slater, Graham B. |
| description | Building upon critical education policy studies of crisis, disaster, and reform, this essay develops a theory of recovery that further elaborates the nature and operation of 'crisis politics' in neoliberal education reform. Recovery is an integral process in capital accumulation, exploiting material, and subjective vulnerability in order to bridge crisis to crisis. Capitalizing on crises, neoliberal reformers position privatization as the mechanism of recovery. Rather than acknowledge their complicity in creating crises, neoliberals externalize the demands of recovery onto schools, teachers, and students. This essay calls for critical educators, social justice advocates, and communities subjected to crises to refuse the neoliberal terms of recovery and to affirm the collective potential to break the cycle of crisis and recovery so intrinsic to capitalist accumulation. Although this essay emphasizes the dialectic of crisis and recovery in United States education policy, this lens is relevant across a variety of national and transnational contexts. |
| doi_str_mv | 10.1080/02680939.2014.904930 |
| format | Article |
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Recovery is an integral process in capital accumulation, exploiting material, and subjective vulnerability in order to bridge crisis to crisis. Capitalizing on crises, neoliberal reformers position privatization as the mechanism of recovery. Rather than acknowledge their complicity in creating crises, neoliberals externalize the demands of recovery onto schools, teachers, and students. This essay calls for critical educators, social justice advocates, and communities subjected to crises to refuse the neoliberal terms of recovery and to affirm the collective potential to break the cycle of crisis and recovery so intrinsic to capitalist accumulation. Although this essay emphasizes the dialectic of crisis and recovery in United States education policy, this lens is relevant across a variety of national and transnational contexts.</description><subject>Advocacy</subject><subject>Capital</subject><subject>Capital accumulation</subject><subject>Change Strategies</subject><subject>Community Support</subject><subject>Crises</subject><subject>Critical Theory</subject><subject>Disasters</subject><subject>Education</subject><subject>Education policy</subject><subject>Education reform</subject><subject>Educational Administration</subject><subject>Educational Change</subject><subject>Educational Policy</subject><subject>Educational Reform</subject><subject>Educators</subject><subject>Essays</subject><subject>Governance</subject><subject>Influences</subject><subject>Neoliberalism</subject><subject>Politics</subject><subject>Politics of 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| identifier | ISSN: 0268-0939 |
| ispartof | Journal of education policy, 2015-01, Vol.30 (1), p.1-20 |
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| source | PAIS Index; Taylor & Francis Journals Complete; Sociological Abstracts |
| subjects | Advocacy Capital Capital accumulation Change Strategies Community Support Crises Critical Theory Disasters Education Education policy Education reform Educational Administration Educational Change Educational Policy Educational Reform Educators Essays Governance Influences Neoliberalism Politics Politics of Education Privatization recovery Reform Resistance to Change Schools Social justice Student Participation Students Teacher Participation Teachers U.S.A United States Vulnerability |
| title | Education as recovery: neoliberalism, school reform, and the politics of crisis |
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