Working the ‘Shady Spaces’: Resisting Neoliberal Hegemony in New Zealand Education

McMaster, Christopher

doi:10.2304/pfie.2013.11.5.523

Cited by 15 publications

(15 citation statements)

References 14 publications

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“…Neoliberalism is an ideology that has been dominant in the political and economic sphere in western contexts for the past quarter century (McMaster, 2013). It can be described as being "united by three broad beliefs: the benevolence of the free market, minimal state intervention and regulation of the economy and the individual as a rational economic actor" (Saunders, 2010, p. 45).…”

Section: Higher Education and The Rise Of Neoliberalismmentioning

confidence: 99%

Writing a Doctoral Thesis in a Non-Western Voice

Naomi

2021

Re-Imagining Doctoral Writing

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It has been a privilege to work on this edited collection despite the fact that much of the work has taken place during a pandemic when, for many of us, our lives have been turned inside out. The series editors Terry Zawacki, Joan Mullin, Magnus Gustafsson, and Federico Navarro have been exceptionally helpful, as has been founding editor and publisher Mike Palmquist. Terry, in particular, has guided us with gentle encouragement and thoughtful suggestions throughout the process. We also thank the contributors for their work on chapters and for their collegial approach to this project. It has been a pleasure to work with you all, and we look forward to many years of collaborations in the future. We would also like to thank all the readers who read earlier drafts of pieces of this collection. We are grateful for your careful work.Cecile: I would like to acknowledge the support from Memorial University for assistance in the preparation of this manuscript and in particular for the Publications Subventions Program grant. I also want to thank my co-editors, Britt and Jamie, for a most enjoyable journey. Our virtual meetings became a highlight for me. I'm also extremely grateful to both of them for carrying the load when I became ill. They conveyed their compassion and care in multiple ways.Britt: As I type this on my phone (with one hand, while feeding my new baby), I am astounded at what can be accomplished when academics come together to care-fully collaborate. As authors and editors, we have been through births, deaths, sickness (hello Covid-19!), health, layoffs, new jobs, as well as dissertation endings (congrats!), beginnings, and somewhere in between. I am grateful to my co-editors who have sustained me in more ways than I could possibly detail. I am grateful to the authors, who gracefully took on rounds of editing and review in order to push this piece further. I am grateful to the Algonquin Nation whose territory includes the Ottawa River watershed, which nurtures and sustains my life and the lives of my kin. Finally, I am grateful to my human, Sean Botti, whose countless hours of visible and invisible labour has contributed to making this project a reality.Jamie: I am grateful to so many people who have been a part of bringing this collection together. I would like to thank my co-editors, Britt and Cecile, for their rigour, generosity, and care. The fact that we have edited this book from different corners of the world has frequently opened up interesting juxtapositions in time and season and in terms of how we think about doctoral education and writing. I am grateful to chapter authors for working with us RE-IMAGINING DOCTORAL WRITING

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Section: Higher Education and The Rise Of Neoliberalismmentioning

confidence: 99%

Writing a Doctoral Thesis in a Non-Western Voice

Naomi

2021

Re-Imagining Doctoral Writing

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“…More recently, education and its development in the three national contexts were affected by the neoliberal global doctrine which began in the 1980s (Hakala, Uusikylä, & Järvinen, 2015;IMF, 1999;McMaster, 2013;Sutherland, 2018). Neoliberal thinkers believed that the state, which in early and middle of the 20 th century had been the sole provider of socio-economic amenities in many countries, had to withdraw the support it provided to the citizenry (Gutek, 2014;IMF, 1999;McMaster, 2013;Sutherland, 2018).…”

Section: Welfare Education and Neoliberal Global Influencementioning

confidence: 99%

Educational Leaders’ Views About School Culture, Climate, Leadership, and Success: A Comparative Study of New Zealand, Finland, and Ghana

Baafi¹

2021

Preprint

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This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders.

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“…These studies (see also Ku and Pun, 2006) are welcome, as they are important to our understanding of some aspects of hegemonic construction in Hong Kong. In addition to the local literature, the concept of hegemony has been extensively discussed in overseas contexts (Gidwani and Paudel, 2012; Whitehead, 2012) in fields such as education (Apitzsch, 2002; Kim, 2012; McMaster, 2013) and media production (Burch and Harry, 2004; Evans, 2002). In particular, the concept of hegemony in everyday life has often been invoked in recent debates on urban development (Davies, 2014; Loopmans, 2008), housing (Shadar et al, 2011) and tourism (Avdikos, 2011).…”

Section: The Problem Of Hegemonymentioning

confidence: 99%

The hegemony of the real estate industry: Redevelopment of ‘Government/Institution or Community’ (G/IC) land in Hong Kong

Lee

Tang

2016

Urban Studies

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The high property price syndrome in Hong Kong has led to heightened concern about the role of landed capital in property development. Recently, the hegemony of the real estate industry has become a buzzword in local literature, but unfortunately there is neither adequate theoretical articulation nor informed understanding of the concept of hegemony. There is widespread misunderstanding of hegemony, equating it to domination by property tycoons. The local literature has overlooked the government-business collusion in constructing the common sense of society so as to dominate others. Through an empirical investigation of the redevelopment of ‘Government/Institution or Community’ (G/IC) land in Hong Kong, this article attempts to offer an alternative explanation to the land question of G/IC redevelopment by highlighting that the everyday life of the silent majority and of professionals has in fact perpetuated the hegemony of the real estate industry in Hong Kong. It is argued that the government, property developers, professionals, charitable organisations and the general public have altogether participated, in different ways and to different extents, in the capital accumulation projects of leading developer conglomerates in Hong Kong. A land (re)development regime has thus contributed to the property boom in Hong Kong.

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Working the ‘Shady Spaces’: Resisting Neoliberal Hegemony in New Zealand Education

Cited by 15 publications

References 14 publications

Writing a Doctoral Thesis in a Non-Western Voice

Writing a Doctoral Thesis in a Non-Western Voice

Educational Leaders’ Views About School Culture, Climate, Leadership, and Success: A Comparative Study of New Zealand, Finland, and Ghana

The hegemony of the real estate industry: Redevelopment of ‘Government/Institution or Community’ (G/IC) land in Hong Kong

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