Neoliberalism and the Marginalisation of Social Justice: The Making of an Education Policy to Combat Social Exclusion

Autor/in	Grimaldi, Emiliano
Titel	Neoliberalism and the Marginalisation of Social Justice: The Making of an Education Policy to Combat Social Exclusion
Quelle	In: International Journal of Inclusive Education, 16 (2012) 11, S.1131-1154 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2010.548105
Schlagwörter	Inclusion; Dropouts; Social Justice; Evidence; Social Isolation; Foreign Countries; Educational Change; Human Capital; Neoliberalism; Educational Policy; Equal Education; Global Approach; Guidelines; Educational Improvement; Standards; Criticism; Educational Attitudes; Italy + Suchen Sie Ihr Suchwort? Inklusion; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Soziale Gerechtigkeit; Evidenz; Soziale Isolation; Ausland; Bildungsreform; Humankapital; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Globales Denken; Richtlinien; Teaching improvement; Unterrichtsentwicklung; Standard; Kritik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Italien
Abstract	The paper analyses how the establishment of neoliberalism, as the new global orthodoxy, in the field of education implies a substantial subjugation and marginalisation of policies and practices informed by the values of social justice and equity. The evidence from a case study on an inclusive education policy enacted to combat social exclusion and dropout in a disadvantaged inner-city area in the south of Italy are presented. The study shows how neoliberalism is increasingly re-defining the "domains of validity, normativity and actuality" according to an economic rationale; within these domains the actors frame the problems of social exclusion and dropout and choose the solutions to address them. It is argued that the overall framework of discourses of human capital, individualisation, school improvement, performativity and standardisation impedes any contextualised, multidimensional and critical approach to social exclusion as well as the pursuing of any egalitarian outcomes, be they (re)distributional, cultural or associational outcomes. (Contains 4 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10