Bronwen M.A. Jones, Stephen J. Ball (eds), Neoliberalism and Education, Routledge, 2023. Forthcoming The ongoing neoliberalisation of education is complex, varied and relentless. It involves increasingly diverse material and structural changes to curriculum, pedagogy and assessment and at the same time transforms how we are made up as educational subjects. It rearticulates what it means …
Min Lin & Weili Zhao (2023) Untangling the making and governing of Hong Kong teachers through neoliberal, Confucian, and affective technologies: with and beyond Foucault, Asia-Pacific Journal of Teacher Education DOI: 10.1080/1359866X.2023.2174074 ABSTRACT This paper investigates the making and governing of Hong Kong teachers along and beyond a Foucauldian governmentality lens, untangling how the three …
Grinberg, S. Between Responsibility and “Responsibilization”: The Everyday Making of School in Buenos Aires Slums In S. Nombuso Dlamini, Angela Stienen (Eds.), Spatialized Injustice in the Contemporary City Protesting as Public Pedagogy, Routledge, 2022 Abstract On the basis of field work conducted in the periphery of the Buenos Aires metropolitan area, this chapter discusses some …
Goodley, C., Perryman, J. Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon (2022) London Review of Education, 20 (1), art. no. 29 DOI: 10.14324/LRE.20.1.29 Abstract This article examines the influence of Stephen Ball’s work through the eyes of two former teachers turned academics who met through a mutual interest in his paper, …
Strausz, Erzsébet (2022) Writing with Foucault: openings to transformational knowledge practices in and beyond the classroom, Critical Studies on Security DOI: 10.1080/21624887.2022.2134698 ABSTRACT This article engages questions of authority and authorship in the discipline and the IR classroom, driven by a search for affirmative horizons within critical scholarship and academic practice. Prompted by a series …
Jubas, K. More than a Confessional Mo(ve)ment? #MeToo’s Pedagogical Tensions (2022) Adult Education Quarterly DOI: 10.1177/07417136221134782 Abstract In this article, I explore the pedagogical function of #MeToo, highlighting what it might teach about gender-based mistreatment and mainstreamed feminism. I begin by reviewing linkages between adult education and social movements, then trace the development of #MeToo, …
Magwa, L., Mohangi, K. Using theoretical frameworks to analyze democratic student–teacher engagement and autonomous learning for academic achievement in Zimbabwe (2022) Frontiers in Education, 7, art. no. 925478 DOI: 10.3389/feduc.2022.925478 Abstract Positive student–teacher engagement that fosters independent and supported learning is the fulcrum for academic success. This paper investigates stakeholder opinions on the intrinsic importance …
Jordi Collet-Sabé & Stephen J. Ball (2022) Beyond School. The challenge of co-producing and commoning a different episteme for education, Journal of Education Policy, Published online: 15 Dec 2022 DOI: 10.1080/02680939.2022.2157890 ABSTRACT This paper develops previous work in which we deployed a form of Foucauldian critique to clear a space in which it might be …
Zaini, A. Ambivalent reading: Ambivalence as a reading practice in critical literacy (2022) Language Teaching Research DOI: 10.1177/13621688221126724 Abstract While previous research has suggested there are dominantly two reading practices in critical literacy, namely, reading with and against texts, this study introduces the approach of ambivalence as a third way of reading texts critically. For …
Andrew Skourdoumbis, Scott Webster, The Epistemological Development of Education. Considering Bourdieu, Foucault and Dewey, Routledge, 2023 forthcoming Book Description This book documents the political and economic ramifications of the policy impetus for a “science of education” and what this means for classroom teachers, their teaching practices and for the field of education. In a critical …
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