Ethnography of a Neoliberal School


Book Description

Cover -- Title -- Copyright -- Dedication -- Contents -- List of Figures -- Preface -- Acknowledgments -- 1 Introduction -- PART I -- 2 School Ethnography, School Effects and Schooling in Neoliberal Times -- 3 Charter Schools, the Reform Movement and CMOs -- 4 Corporatization, CMOs and the "Unique Blend"--PART II -- 5 Leadership -- 6 Teachers -- 7 Students -- 8 Assessment -- 9 Reflections -- Appendix A: Qualities of Exemplary Teaching Deliverables -- Index




Ethnography of a Neoliberal School


Book Description

As a school ethnography, this book explores the controversial schooling practices and strategies embedded in charter school management organizations (CMOs), as well as how these practices influence teaching and learning, school leadership, teachers’ professional identities, and students’ understanding of success. By theorizing the common practices within the organization, Stahl connects current research in neoliberal governance, neoliberal structuring of educational policy, aspiration and social reproduction in schooling. Honing in on the discourse on education reform, Stahl demonstrates that a "unique blend" of neoliberalism and social justice values have permeated the CMO’s institutional culture, promoting the belief that adopting corporate practices will fix America’s schools and ensure equity of opportunity for all. The inclusion of institutional texts (emails, Blackberry messages, posters, and rubrics) balances the personal-subjective and inter-subjective to capture a blend of neoliberalism and social justice reframing.




Neoliberalism and Inclusive Education


Book Description

Charter schools continue to grow in influence, as does the push for inclusive education for students with disabilities. What is the value and impact of these schools, especially on the marginalized populations they often serve? This book answers these questions by focusing on the topics of neoliberalism and inclusive education.




The Experience of Neoliberal Education


Book Description

The college experience is increasingly positioned to demonstrate its value as a worthwhile return on investment. Specific, definable activities, such as research experience, first-year experience, and experiential learning, are marketed as delivering precise skill sets in the form of an individual educational package. Through ethnography-based analysis, the contributors to this volume explore how these commodified "experiences" have turned students into consumers and given them the illusion that they are in control of their investment. They further reveal how the pressure to plan every move with a constant eye on a demonstrable return has supplanted traditional approaches to classroom education and profoundly altered the student experience.




Ethnography and Education Policy


Book Description

This book addresses the relationship between the production of social problems in educational policy, the research practices required to inform policy, and the daily production of normalcies and differences in school contexts. It reports on the opportunities and consequences for policy, research, and practice when normalcy is stigmatized at the same level as difference. The book employs a critical analysis combining queer, feminist, and post-representational theories to understand the implications of dominant ways of understanding the division between normal and different subjectivities and how they reiterate structures of inequality in schools.




Researching Resistance


Book Description

2020 Outstanding Book Award Honorable Mention from Division B (Curriculum Studies) of the American Educational Research Association Researching Resistance: Public Education After Neoliberalism serves two vital functions. First, it explores, explicates, and encourages critical qualitative research that engages the arts and born-digital scholarship. Second, it offers options for understanding neoliberalism, revealing its impact on communities, and resisting it as ideology, practice, and law. The book delves into • strategies for engaging neoliberalism • the Black feminist cyborg theoretical assumptions and intentions of the ethnographic web-based film project • the research and arts-based methodology that walks the fault line between film and ethnography, and • the relationships between the researcher, the activist organizations, and the activism. While the book will focus on neoliberalism within the realm of public education, the implications extend to many other areas of public life. This is an excellent text for classes in qualitative research and public policy. It is the companion text to the digital native ethnographic film project entitled Public Education|Participatory Democracy: After Neoliberalism. Perfect for courses such as: Qualitative Research, Curriculum Studies, Women and Gender Studies, Race and Ethnic Studies, Sociology of Education, Social Justice and Education, Democracy and Civics, Community Engagement, Policy Studies, Service Learning, Education Reform, and Youth Advocacy.




Methods of Desire


Book Description

Since the Asian financial crisis of the late 1990s, Indonesia has undergone a radical program of administrative decentralization and neoliberal reforms. In Methods of Desire, author Aurora Donzelli explores these changes through an innovative perspective—one that locates the production of neoliberalism in novel patterns of language use and new styles of affect display. Building on almost two decades of fieldwork, Donzelli describes how the growing influence of transnational lending agencies is transforming the ways in which people desire and voice their expectations, intentions, and entitlements within the emergent participatory democracy and restructuring of Indonesia’s political economy. She argues that a largely overlooked aspect of the Era Reformasi concerns the transition from a moral regime centered on the expectation that desires should remain hidden to a new emphasis on the public expression of individuals’ aspirations. The book examines how the large-scale institutional transformations that followed the collapse of the Suharto regime have impacted people’s lives and imaginations in the relatively remote and primarily rural Toraja highlands of Sulawesi. A novel concept of the individual as a bundle of audible and measurable desires has emerged, one that contrasts with the deep-rooted reticence toward the expression of personal preferences. The spreading of foreign discursive genres such as customer satisfaction surveys, training sessions, electoral mission statements, and fundraising auctions, and the diffusion of new textual artifacts such as checklists, flowcharts, and workflow diagrams are producing forms of citizenship, political participation, and moral agency that contrast with the longstanding epistemologies of secrecy typical of local styles of knowledge and power. Donzelli’s long-term ethnographic study examines how these foreign protocols are being received, absorbed, and readapted in a peripheral community of the Indonesian archipelago. Combining a telescopic perspective on our contemporary moment with a microscopic analysis of conversational practices, the author argues that the managerial forms of political rationality and the entrepreneurial morality underwriting neoliberal apparatuses proliferate through the working of small cogs, that is, acts of speech. By examining these concrete communicative exchanges, she sheds light on both the coherence and inconsistency underlying the worldwide diffusion of market logic to all domains of life.




Education and Emancipation in the Neoliberal Era


Book Description

This book describes how neoliberalism as societal philosophy works to limit human potential in our school systems. Analyzing contemporary school reform and control, punishment, and pathologization in schools, this book outlines a theory of emancipation and a process by which pedagogy can build solidarity in classrooms and society more broadly.




Critical Ethnography and Education


Book Description

In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Working with an expansive understanding of critical, they argue that many researchers already do the kind of critical ethnography suggested in this book, whether they call their studies critical or not. Drawing on a wide range of educational studies, the authors demonstrate that a methodology that is lived, embodied, and personal—and fundamentally connected to notions of power—is essential to exploring and understanding the many social and political issues facing education today. By grounding studies in work that reimagines, troubles, and questions notions of power, injustice, inequity, and marginalization, such studies engage with the tenets of critical ethnography. Offering a wide-ranging and insightful commentary on the influences of critical ethnography over time, Fitzpatrick and May interrogate the ongoing theoretical developments, including poststructuralism, postcolonialism, and posthumanism. With extensive examples, excerpts, and personal discussions, the book thus repositions critical ethnography as an expansive, eclectic, and inclusive methodology that has a great deal to offer educational inquiries. Overviewing theoretical and methodological arguments, the book provides insight into issues of ethics and positionality as well as an in-depth focus on how ethnographic research illuminates such topics as racism, language, gender and sexuality in educational settings. It is essential reading for students, scholars, and researchers in qualitative inquiry, ethnography, educational anthropology, educational research methods, sociology of education, and philosophy of education.




Neoliberalism, Pedagogy and Human Development


Book Description

In most Western developed countries, adult life is increasingly organized on the basis of short-term work contracts and reduced social security funds. In this context it seems that producing efficient job-seekers and employees becomes the main aim of educational programs for the next generation. Through case studies of young people from urban and countryside marginalized populations in Germany, USA and Brazil, this book investigates emerging educational practices and takes a critical stance towards what can be seen as neoliberal educational politics. It investigates how mediating devices such as CVs, school reports, school files, photos and narratives shape the ways in which those marginalized students reflect about their past as well as imagine their future. By building on process philosophy and time theory, post-structuralism, as well as on Vygotsky's psychological theory, the analysis differentiates between two discrete modes of human development: development of concrete skills (potential development) and development of new societal relations (virtual development, which is at the same time individual and collective). The book outlines an innovative relational account of learning and human development which can prove of particular importance for the education of marginalized students in today's globalized world.