Troubling the Discourse of Both/And: Technologies of Neoliberal Governance in Community-Based Educational Spaces

Autor/in	Nygreen, Kysa
Titel	Troubling the Discourse of Both/And: Technologies of Neoliberal Governance in Community-Based Educational Spaces
Quelle	In: Policy Futures in Education, 15 (2017) 2, S.202-220 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210317705739
Schlagwörter	Neoliberalism; Governance; Social Justice; Popular Education; After School Programs; Community Programs; Standardized Tests; Test Preparation; High Stakes Tests; Audits (Verification); Institutional Mission; Interviews; Teacher Attitudes; Spanish Speaking; Elementary School Students; Self Concept; Bilingualism; Parent Education; Workshops; English (Second Language); Ethnography; Participant Observation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Soziale Gerechtigkeit; Befreiungspädagogik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Standadised tests; Standardisierter Test; Interviewing; Interviewtechnik; Lehrerverhalten; Selbstkonzept; Bilingualismus; Parents education; Elternbildung; Elternschule; Lernwerkstatt; Schulung; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; Teilnehmende Beobachtung
Abstract	This article traces the work of community-based popular educators with an explicit commitment to "Freirean" popular education as they shifted from teaching in a community-based setting to an after-school program focused on standardized test-preparation. Drawing from ethnographic observation and interviews, it examines educators' pedagogical practice and the narratives they employed to explain, interpret, and justify their practice. It shows that they adopted a "discourse of both/and," asserting the possibility and virtues of doing Freirean popular education and high-stakes test preparation simultaneously, without sacrificing the integrity of either. It argues that this discourse was a pragmatic adaptation to structural imperatives but also a limiting one that facilitated the intensification of workload, individual responsibilization, and a shifting of organizational mission in ways that align with neoliberal reform. Drawing from Foucauldian analyses of audit culture, this article troubles the discourse of both/and by exposing how it operates as a technology of neoliberal governance even when cloaked in the language of social justice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01