Public Education in Neoliberal Times: Memory and Desire

Autor/in	Gerrard, Jessica
Titel	Public Education in Neoliberal Times: Memory and Desire
Quelle	In: Journal of Education Policy, 30 (2015) 6, S.855-868 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1044568
Schlagwörter	Public Education; Neoliberalism; Memory; Educational Policy; Politics of Education; Equal Education; Social Justice; Educational Opportunities; Educational Practices; Educational Philosophy; Educational Objectives; Educational Change; Educational History; Educational Development; Commercialization; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Neo-liberalism; Neoliberalismus; Gedächtnis; Politics of education; Bildungspolitik; Educational policy; Soziale Gerechtigkeit; Bildungsangebot; Bildungschance; Bildungspraxis; Bildungsphilosophie; Erziehungsphilosophie; Educational objective; Bildungsziel; Erziehungsziel; Bildungsreform; History of education; Bildungsgeschichte; Bildungsentwicklung; Ausland; Australien
Abstract	This article reflects on the desire to defend and claim public education amidst the educational policy effects of contemporary neoliberal politics. The defence of public education, from schools to higher education, undoubtedly provides a powerful counter-veiling weight to the neoliberal policy logic of education-as-individual-value-accrual. At a time of intense global policy reform centred on marketisation in education, the public education institutions of the post-war welfare state are often characterised as being lost, attacked, encroached upon and dismantled. In this paper, I contend it is important to avoid mobilising a memory of public educational pasts that do not account for their failings and inequalities. Turning to a historical engagement with the emergence of neoliberal politics, the paper explores how challenges and contestations surrounding 'the public' from multiple standpoints converged in the rise of neoliberalism. Recognition of these convergences and contestations, I suggest, assists to provide a more nuanced account of the relationship between neoliberal reform and the welfare state, and thus of the complex task of imagining, claiming and working towards a just and equitable public education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01