The banality of education policy: Discipline as extensive evil in the neoliberal era

@article{Clarke2021TheBO,
  title={The banality of education policy: Discipline as extensive evil in the neoliberal era},
  author={Ma Clarke and Charlotte Haines Lyon and Emma Walker and Linda Walz and Jordi Collet-Sab{\'e} and Kate Pritchard},
  journal={Power and Education},
  year={2021},
  volume={13},
  pages={187 - 204}
}
Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of schooling, involving ‘zero-tolerance’, ‘no… 
1 Citations
Corrigendum
TLDR
Overall, the qualitative description of the Ko sensitivity analysis holds with the corrected numerical results, and in a seasonally ice-free climate, enhanced ocean heat transport convergence near the ice edge plays a less dramatic role than in a perennial-ice climate.

References

SHOWING 1-10 OF 95 REFERENCES
Sentimental Education: Schooling, Popular Culture and the Regulation of Liberty
What sort of institution is education? In this iconoclastic study, James Donald restores the school to its proper place at the heart of post-Enlightenment culture and politics. He traces the
Talkin’ ‘bout a revolution: the social, political, and fantasmatic logics of education policy
  • M. Clarke
  • Sociology
    Freud, Lacan, Zizek and Education
  • 2020
This paper provides a critical analysis of the Australian government’s education revolution policy as promulgated in the media release document, Quality Education: The Case for an Education
Ethnography of a Neoliberal School: Building Cultures of Success
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
The Moral Neoliberal: Welfare and Citizenship in Italy
Morality is often imagined to be at odds with capitalism and its focus on the bottom line, but in "The Moral Neoliberal" morality is shown as the opposite: an indispensable tool for capitalist
The errors of redemptive sociology or giving up on hope and despair
  • S. Ball
  • Education, Sociology
    British Journal of Sociology of Education
  • 2020
Abstract This paper considers the sociology of education (SOE) as a modern human science. It suggests that the SOE is mired in a set of unreflexive, redemptive, Enlightment rationalities, and
The Paradox of Success at a No-Excuses School
TLDR
It is argued that even in a school promoting social mobility, teachers still reinforce class-based skills and behaviors that undermine success for middle-class children because of these schools’ emphasis on order as a prerequisite to raising test scores.
No-excuses for character: A critique of character education in no-excuses charter schools
The ‘no-excuses’ model of education has become one of the most prominent educational alternatives for urban youth. Recently, notable no-excuses charter schools have begun a concerted effort to
Democratic Education for Hope: Contesting the Neoliberal Common Sense
This paper provides a reinterpretation of Paulo Freire’s philosophy of hope and suggests that this interpretation may function as a fruitful ground for democratic education that aims to contest the
Factories for Learning: Making Race, Class and Inequality in the Neoliberal Academy
  • Edwin Mayorga
  • History
    Contemporary Sociology: A Journal of Reviews
  • 2019
were more developed. The comparative differences in strictness between the two sites also warrant more attention. Philadelphia demands a lot from its members, including the surrender of their
“No Excuses” in New Orleans: The Silent Passivity of Neoliberal Schooling
Abstract Drawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant
...
...