Problematization as Activism: Disrupting the Neoliberal Education Project through the "Work of Thought"

Autor/in	Pickup, Austin
Titel	Problematization as Activism: Disrupting the Neoliberal Education Project through the "Work of Thought"
Quelle	In: Philosophical Studies in Education, 48 (2017), S.85-95 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Stellungnahme; Neoliberalism; Philosophy; Activism; Education; Methods + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Philosophie; Aktivismus; Politischer Protest; Bildung; Erziehung; Method; Methode
Abstract	In this article, Austin Pickup centers Foucault's concept of "problematization" as an important methodological tool for displacing neoliberalism from its stable perch atop a perceived absence of other possibilities. According to Pickup, the genealogical analysis envisaged and practiced by Foucault opens up new avenues by indicating not only that, but also how the present reality is the product of historical contingency rather than logical necessity. After discussing this concept, Pickup highlights Koopman's recent analysis, who argues that the diagnostic work of "problematization" might be usefully paired with the normative reconstructive work central to pragmatism within a larger framework of critical inquiry. Pickup states that applied to the current educational climate, such a project of critical inquiry offers a powerful activist framework for grappling with and reconstructing the present dangers of neoliberal reform. (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01