Neoliberal Multiculturalism and Productive Inclusion: Beyond the Politics of Fulfillment in Education

Autor/in	Bourassa, Gregory
Titel	Neoliberal Multiculturalism and Productive Inclusion: Beyond the Politics of Fulfillment in Education
Quelle	In: Journal of Education Policy, 36 (2021) 2, S.253-278 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1676472
Schlagwörter	Neoliberalism; Cultural Pluralism; Progressive Education; Diversity; Inclusion; Educational Strategies; Social Systems; Foreign Policy; Land Settlement; Educational Policy; Educational Theories; Politics of Education; Whites; Power Structure; Race; Racial Bias; Social Change; Access to Education; Educational History; Books; Educational Change + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Kulturpluralismus; Reformpädagogik; Progressive Erziehung; Inklusion; Lehrstrategie; Social system; Soziales System; Außenpolitik; Siedlungsraum; Politics of education; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Educational policy; White; Weißer; Rasse; Abstammung; Racial discrimination; Rassismus; Sozialer Wandel; Education; Access; Bildung; Zugang; Bildungszugang; History of education; Bildungsgeschichte; Book; Buch; Monographie; Monografie; Bildungsreform
Abstract	While political theorists have elaborated on the phenomenon of neoliberal multiculturalism, many progressive educational scholars have yet to adequately theorize this nexus. Neoliberalism either remains unproblematized or, in some instances, it is imagined as a tendency that is antithetical to and incompatible with multiculturalism. This essay contributes to a "critical inclusion studies of education" and calls attention to the ways in which mobilizations of neoliberalism have appropriated, accommodated, and put to use the discourses of multiculturalism, diversity, and inclusion. By charting the parameters of neoliberal multiculturalism, the author demonstrates how a logic of extractive schooling operates through inclusion discourses, and particularly a technology of "productive inclusion" that governs and manages permissible forms of subjectivity, knowledge, affect, and action. Arguing that strategies of inclusion are unable to subvert capitalism, settler colonialism, white supremacy, heteropatriarchy, or ableism, the author concludes with a call for the revitalization of an antagonistic politics and education of transfiguration in order to challenge the dominant reign of a politics of fulfillment in education policy, theory, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01