Bücher der Reihe Routledge Studies in Education, Neoliberalism, and Marxism

This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance's involvement in social justice as well as the methodological consequences in relation to career guidance research.

Recognizing the dominance of neoliberal forces in education, this volume offers a range of critical essays which analyze the language used to underpin these dynamics.Combining essays from over 20 internationally renowned contributors, this text offers a critical examination of key terms which have become increasingly central to educational discourse. Each essay considers the etymological foundation of each term, the context in which they have evolved, and likewise their changed meaning. In doing so, these essays illustrate the transformative potential of language to express or challenge political, social, and economic ideologies. The text's musings on the language of education and its implications for the current and future role of education in society make clear its relevance to today's cultural and political landscape.This exploratory monograph will be of interest to doctoral students, researchers, and scholars with an interest in the philosophy of education, educational policy and politics, as well as the sociology of education and the impacts of neoliberalism.

Based on a critical Marxist ethnography, conducted at a state primary school in a former coalmining community in the north of England, this book provides insight into teachers' perceptions of the effects of deindustrialisation on education for the working class.

Recognizing the dominance of neoliberal forces in education, this volume offers a range of critical essays which analyze the language used to underpin these dynamics.

Capturing the voices of Americans living with student debt in the United States, this collection critiques the neoliberal interest-driven, debt-based system of U.S. higher education and offers alternatives to neoliberal capitalism and the corporatized university.

Neoliberalism has had a major impact on schooling and education in the Developing World. This collection examines aspects of neoliberal arguments focusing on low- and middle-income countries (including Chile, Mexico, Argentina, Venezuela, China, Pakistan, India, Turkey, Burkina Faso, Mozambique and South Africa), and suggest where they fall short.

The restructuring of teaching is a global issue, the result of a transnational movement of policy. Gender shapes the occupational reform and binds the global-to-the-local movement of reform ideas. Gender is also implicated in how policy is done and how it leads to particular outcomes. This volume examines the behind-the-scenes work done to make sense of reform and implement it during the workday and questions the new forms and controls over teaching reforms-the labor process-revealed to understand the implications of neoliberal education reform on teachers'' work. Based on ethnographic research undertaken at public high schools in Argentina, this volume introduces the everyday work lives of teachers. It includes interviews and observations revealing what it means to be a teacher in the reform context, and explores the ways masculinities and femininities shape teachers'' decision-making about reforms. At a time when teachers are at the center of political controversy around the world, this volume is an important reminder that school change is about changing the work of teachers.

As the economy constricts, it seems living with a chronic sense of fear and anxiety is the new normal for a growing number of urban females. Many females are susceptible to victimization by cumulative strands of violence in school, their communities, families and partnerships. Exposure to violence has been shown to contribute to physical and mental health problems, a propensity for substance abuse, transience and homelessness, and unsurprisingly, poor school attendance and performance. What does a girl do when there is no place to get away from this, and even school is a danger zone? Why have so many educators turned their attention away from the reality of violence against girls? Why is there a tendency to categorize such violence as just another example of the general concept of "bullying?" Critical educators who research the effects of current market logics on the schooling of marginalized youth have yet fully to focus on this issue. This volume puts the reality of violence in the lives of urban school girls back on the map, investigates answers to the above questions, and presents suggestions for change.

Every day, children living in low-income communities have no choice but to grow up in a climate where they experience multiple unending assaults to their sense of dignity. This volume applies theoretical and historical insights to think through the increasingly undignified realities of life in economically marginalized communities. It includes examples of curricular challenges that low-income students in the US confront today while attempting to learn.

Every day, children living in low-income communities have no choice but to grow up in a climate where they experience multiple unending assaults to their sense of dignity. This volume applies theoretical and historical insights to think through the increasingly undignified realities of life in economically marginalized communities. It includes examples of curricular challenges that low-income students in the US confront today while attempting to learn.

What are the implications for a public system as control over educational policy and priority is concentrated under one of the richest people on the planet in ways that foster de-unionization and teacher de-skilling while homogenizing school models and curriculum? This book addresses this question.