Browsing by Subject "neoliberalism"
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Item Advancing an (Im)Possible Alternative: Ethnic Studies in Neoliberal Times(Texas Education Review, 2019) Armonda, Alex J.This conceptual paper examines the question of the political imaginary in the neoliberal moment, and the crucial role that Ethnic Studies can play in realizing critical pedagogy’s promise of emancipatory social transformation. After Arizona House Bill 2281, educational scholarship has paid renewed attention to Ethnic Studies classrooms as key sites of politically transformative praxis. Attending to recent literature that contextualizes Ethnic Studies within broader contemporary struggles against neoliberal educational reform, this analysis traces the contentious relationship between Ethnic Studies and the advancements of neoliberal multicultural ideology.This essay extends these critical dialogues by arguing for a dialectical description of the Ethnic Studies, which emphasizes its ability to stage productive confrontations between traditions in Marxist philosophy, decolonial theory, and critical race theory. The epistemological and ontological tensions that arise here, I argue, are central to reframing our understanding of consciousness raising and the formation of radical subjectivities in the present.Item ESSA, Low-Wage Migrants, and the Persistent Neoliberal Education Structure: A Critical Review(Texas Education Review, 2018) Reeb-Reascos, Kathleen; Serniuk, JenniferItem Focus on Our Faculty(LLILAS Benson Latin American Studies and Collections, 2014) Sharpe, SusannaItem Introduction to the Special Issue: Neoliberalism in Education(2015) Texas Education Review BoardItem Paradoxical Choices: The Realities and Limitations of Privatized Education for Latino Students(Texas Education Review, 2018) Veenis, Jon C.Item Teachers as the Gravediggers of Neoliberalism: Promoting Dialectical Individualism from the Ruins of the Neoliberal State(2015) Letizia, Angelo J.Neoliberalism will not die naturally, it must be killed through relentless criticism. However, as criticism of neoliberalism expands, scholars must not reify the term. Scholars must begin to disentangle the historical antecedents that comprise neoliberalism in order to expose it for the sham that it is. Perhaps the biggest sham of neoliberalism is its call for individual freedom. Specifically, by paying attention to the more revolutionary conceptions of individualism contained in some strands of Eighteenth century liberalism, the contradictions of neoliberalism can be exposed. If education, and society in general, is to move past neoliberalism, neoliberalism cannot simply be discarded or wished away, rather, it must be dialectically negated by superseding its unjust elements and retaining and transforming any of its more revolutionary elements to lay a new foundation for education in a post-neoliberal world. Drawing off this dialectical negation of neoliberalism, this paper argues for a new conception of individualism called dialectical individualism. This is not a return to some idealized form of liberalism however, but a new phase in human history with a new conception of individualism. The dialectical movement should not be seen as the product of some otherworldly force, but rather, it should be viewed as centered in the individual and driven by volunteerism in the context of the historical situation. Students can be taught to be dialectical in their actual school work, by writing challenging papers, by writing vision statements, and by partaking in collaborative assignments, and through their understanding of history and the present.Item The Death of Higher Education as a Democratic Public Sphere(2015) Giroux, Henry A.Item Wearing Out Arizona(The Bernard and Audre Rapoport Center for Human Rights and Justice, 2011-04) Soto, Sandra K.In “Wearing Out Arizona,” Sandra Soto describes and analyzes what her colleague K. Tsianina Lomawaima has aptly coined Arizona’s “regressive suite of legislation.” Seeking to further marginalize the growing Latino community in the state (especially the foreign born), these laws and bills curtail mobility, solidarity, education, and even Constitutional rights. Focusing on the neoliberal state’s strategy of enforcement through attrition, Soto suggests that these laws—SB 1070 and HB 2281 in particular—reinforce one another in ways that create “dead citizenship” and a “wearing out” of critique. Even those of us on the left who are able to identify this deadening and who seek to resist it find it difficult to continue to speak out and do more than participate in the pablum of acceptable phrases. Against the strategy of attrition—which entails the weakening of a people incrementally over a span of time, until they have finally been worn down, worn out, erased—Soto calls for a new politics of sustenance, collaboration, the collecting and sharing of resources.