Governmentality - Neoliberalism - Education: the Risk Perspective

Abstract

This paper understands the basic elements of neoliberalism in education and governmentality to be the technologies for the neoliberal government of education . It outlines Foucault's methodology for analysing governmentality and shows how neoliberalism is a discursive formation which homogenises apparently unrelated language games and discourses . It places particular emphasis on the rhizomatic dispersion of neoliberal discursive and non-discursive practices, which in the end create a mosaic of thinking and acting with its own existing internal logic . This paper provides a cross-sectional perspective on how neoliberalism has implanted itself as a universal phenomenon along the horizontal and vertical lines of the education sphere and shows how, particularly through the policy of lifelong learning for a knowledge society, it is transforming first of all the education of adults and how subsequently it has become a fundamental blueprint for the complex revision of higher education and regional schooling, including pre-school education . This paper prefaces this single-issue edition of the Journal of Pedagogy and therefore presents and summarises the articles published in this issue, and suggests how they are thematic examples of a single and more general theoretical framework .

Poslání a aktuální problémy předškolního vzdělávání – postoje a názory ředitelek mateřských škol

“…Na naše výsledky je možné pohlížet i v kontextu studií, které zkoumají roli neoliberalismu v utváření podob předškolního, školního i celoživotního vzdělávání (např. Brown, Lan, & Jeong, 2015;Kaščák & Pupala, 2012). Jejich autoři upozorňují na fakt, že předškolní vzdělávání je stále více považováno za prostředek k formování dovedností pro celoživotní vzdělávání, jehož hlavním cílem je produkovat "vzdě-lanou pracovní sílu" či "podnikatelské subjekty", a tak reagovat na ekonomické potřeby společnosti.…”

Negotiating local and glocal discourse in kindergarten: Stories from Indonesia

“…In addition to the use of postcolonial theories, this paper is also informed by Foucault's notion of discourse (Foucault, 1984). Here the discourse refers to a system in which regulatory and governmentality become the dominant values (Kaščák & Pupala, 2011). It holds hegemonic power and hence becomes the regime of truth, the only way to perceive the reality (Foucault, 1980(Foucault, , 1984.…”

Education policy and history education as tools for shaping an open society in Poland: A critical anthropological analysis

“…(Szacki, 2001, p. 25) The new theoretical development of contexts and historical events, as well as criticism of current historical research, sheds new light on the past. However, the constant reworking of tradition mentioned by Szacki does not result from the needs of individuals to redefine the past, but from changes in the social, economic, media and political discourses that shape education within the meaning of Michael Foucault's governmentality (Kaščák & Pupala, 2011). To paraphrase Hayden White, history, as a subject in schools, is accessible through language and narration practices; and our experience of history is inseparably connected with historical discourse.…”