Opposition to Curriculum Structured by Neoliberal Globalization Reference library
Kenneth J. Saltman
The Oxford Encyclopedia of Curriculum Studies
...Curriculum in Considering Alternative Futures Neoliberalism has contributed to extreme economic and social inequality by promoting policies and ways of seeing that foster the upward redistribution of wealth, the defunding of the caregiving roles of the state, the expansion of the repressive roles of the state, and the decline of class mobility. Neoliberalism as a cultural ideology has promoted a social Darwinian idealization of exclusionary competitiveness framed as meritocracy and natural talent, rendering inequality and the denial of access as inevitable...
Gender and Sexuality in Taiwan Schools Reference library
Lien Fan Shen
The Oxford Encyclopedia of Gender and Sexuality in Education
...unit. School uniforms and the hair restrictions functioned as a state apparatus at the microlevel, which subjugated adolescent bodies into one homogenous entity for the nation. Gender, as diverse as it can be, was unified into two simple representations: “sport-crew cuts” and “watermelon heads.” It was very common that teachers and school principals publicly humiliated students for their “inappropriate” uniform alterations or cut students’ hair as a public shaming for hair violations. Repressive disciplinary power did not operate equally on female and male...
Ethnography Across Borders Reference library
Marta Sánchez
The Oxford Encyclopedia of Qualitative Research Methods in Education
...only a repressive state apparatus, such as ICE, or a nation-state such as México that can shift borders, but also migrants themselves who can insert themselves into established networks or assert their continued active participation, and through that insertion and continued participation neutralize borders and the nation-states that uphold them. Diaspora scholars Evans Braziel & Mannur ( 2003 ) problematize received understandings of the nation-state through a series of questions that further upset the notion of a bordered and borderless nation-state. Because...
Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity Reference library
Lasana D. Kazembe
The Oxford Encyclopedia of Curriculum Studies
...of Culture, Power, and Equity Epistemological Struggles Across Global Contexts Nearly 45 years ago when it was published, the widely cited critique of U.S. schools and educators by Samuel Bowles and Herbert Gintis ( 1976 ) shed important light on pervasive inequality, repressiveness, contradictions, and long-standing tensions framing education and curriculum discourse. A key aspect of their analysis involved a critique of the sociopolitical context in, by, and through which education is developed, organized, and managed. This braided context is...
Gender, Anticolonialism, and Education Reference library
Jennifer Logue
The Oxford Encyclopedia of Gender and Sexuality in Education
...links between intimate and state violence, and about how to intervene in the oppressive apparatuses that preserve the structures of slavery and settler colonialism, are at the center of anticolonial activism and theory. Angela Davis ( 2016 ) and many others inspired by early black feminist thought challenge the idea of enlightenment progress, demonstrating that always looking to the idea of future progress fails to adequately engage with and overturn the legacy of the past, or the ways in which contemporary forms of state apparatuses from schools to prisons...
Foucauldian Discourse Analysis and Early Childhood Education Reference library
Alexandra C. Gunn
The Oxford Encyclopedia of Qualitative Research Methods in Education
...exactly happens when someone exercises power over another?” (pp. 101–102). A useful account of Foucault’s major propositions on power are given in The History of Sexuality ( 1978 ), where he explained, for instance, that power was neither entirely sovereign nor exclusively repressive, not only held by individuals to be wielded over others, nor able to be exercised without resistance. Rather, he characterized power as emerging from, and through, the general social body (allowing simultaneous exercising of power on as well as from or through it); as...
Ideology and Education Reference library
David Backer
The Oxford Encyclopedia of Philosophy of Education
...of this police concept of ideology in particular. Students in an anarchist collective in Paris used the slogan “Get rid of the cop in your head!” Althusser dismisses this idea of ideology as a “cop in your head,” as it mistakes exploitation and repression, imbuing the repressive state apparatuses with too much authority and ultimately ignoring how ideology functions (and the first part of his account, which stipulates that people “‘go’ all by themselves” by making ideological choices in “good” conscience). Finally, ideology for Althusser is not a set of...
Educational Biopolitics Reference library
Gregory Bourassa
The Oxford Encyclopedia of Philosophy of Education
...of the social contract, the state is transformed from a “weakened welfare state into an increasingly powerful racialized warfare state” ( Giroux, 2009 , p. 71). With this shift, the racial, punitive, and carceral state apparatuses converge and prefigure disposable populations as a threat that must be contained. Prisons become the primary disciplinary apparatuses that regulate and govern disposable populations. According to Giroux, “The institution of the prison is at the ideological center of the biopolitics of the punishing state dutifully inscribing its...
Marxism and Educational Theory Reference library
Mike Cole
The Oxford Encyclopedia of Philosophy of Education
... Louis Althusser ( 1971 ) differentiates between what he calls the repressive state apparatuses ( RSAs ) (government, administration, army, police, courts, prisons) and the ideological state apparatuses ( ISAs ) (religion, education, family, law, politics, trade unions, communication, culture). The RSAs operate primarily by force and control. The ISAs , on the other hand, operate primarily through ideology. However, it needs to be pointed out that the two state apparatuses function both by violence and by ideology. For Althusser, whereas the religious...
Postcolonial Philosophy of Education in the Philippines Reference library
Noah Romero
The Oxford Encyclopedia of Philosophy of Education
...p. 375–376). Indigenous identity and, by extension, education, is intertwined with ancestral land, which conflicts with the state’s technocratic development goals. As such, conflicts and hostilities inevitably arise when ancestral lands are targeted for modern “development” in the form of extractive capitalism. For funding and accreditation purposes, Indigenous schools and education programs must meet the requirements of a state apparatus dominated by lowlanders, whose perspectives and prejudices often serve to marginalize the educative goals of IPs. As such,...
Landscapes of Education in South African History Reference library
Linda Chisholm
The Oxford Encyclopedia of Race and Education
...Within the repressive circumstances of the 1960s, when they were there, their organizing, unlike the post-apartheid period, did not occur within the institutions, but outside them. The female interviewee similarly came from a mixed background and did not identify with the single prescribed identity, but she did not explicitly challenge it. She also found refuge from the boredom she experienced through sport, albeit not in the more political forms. Among the African respondents were a man who had attended one of the new state colleges in the 1950s....
Postmodernism in Education Reference library
Marek Tesar, Andrew Gibbons, Sonja Arndt, and Nina Hood
The Oxford Encyclopedia of Philosophy of Education
...the end of the grand narratives and hopes of modernity and the impossibility of continuing with the totalizing social theories and revolutionary politics of the past” (p. 27); in Deleuze and Guattari’s introduction of schizoanalysis and rhizomatics as a way to counteract the “repressive territorializations of desire throughout society and everyday life” and to seek possible “lines of escape” ( 2013 , p. 27); and in Laclau and Mouffe’s radical ( Best & Kellner, 1991 ) democratic critique of modern political theory, including modern Marxism. On the other hand,...
