Standardization and Subjection: An Autonomist Critique of Neoliberal School Reform

Autor/inn/en	Slater, Graham B.; Griggs, C. Bradford
Titel	Standardization and Subjection: An Autonomist Critique of Neoliberal School Reform
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 37 (2015) 5, S.438-459 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2015.1091259
Schlagwörter	Stellungnahme; Neoliberalism; Educational Change; Criticism; Public Education; Standardized Tests; Accountability; Educational Legislation; Federal Legislation; Transformative Learning; Ideology; Common Core State Standards; Personal Autonomy; Social Theories; Resistance to Change + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Bildungsreform; Kritik; Öffentliche Erziehung; Standadised tests; Standardisierter Test; Verantwortung; Bildungsrecht; Schulgesetz; Bundesrecht; Pädagogische Transformation; Ideologie; Common core curriculum; Curriculum; Kerncurriculum; Individuelle Autonomie; Gesellschaftstheorie
Abstract	Education under neoliberal reform has been targeted as an indispensable source of profit. Market-based reforms have commodified education and are transforming public school into a corporatized industry concerned not with democracy but with the smooth functioning of the capitalist economy. Targeting public schooling as a site in which to accumulate profit, neoliberal reformers also rely on standardized forms of education to secure the reproduction of the social order. Standards-based reforms seek to interpellate students as social beings who identify with neoliberal ideology, producing subjectivities of youth in schools through the degrading rituals and performances of standardized curricula and high-stakes standardized tests. Neoliberal schooling is at its core an ontological struggle over subjectivity--one's understanding of oneself, one's relationship to others, and the social, political, and ecological contexts into which one is cast. In this article, the authors argue that the durability of standards-based neoliberal school reform faces educators with the challenge of developing political tactics and critical pedagogies that are driven by the latent potentiality and transformative agency of students, teachers, and marginalized educational communities. By exposing the contradictory nature of collective potentiality in neoliberal schools, they seek to contribute to radical theorizations of ways educators can valorize the efforts of students, teachers, and communities to reclaim education as a transformative social project through which it is possible to produce forms of collective autonomy that not only oppose, but struggle for futures beyond, neoliberal domination. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01