It Goes without Saying: How the Neoliberal Agenda Is Endangering Inclusive Education

Autor/in	Potter, Sophie
Titel	It Goes without Saying: How the Neoliberal Agenda Is Endangering Inclusive Education
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 64 (2022) 2, S.79-86 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.3898/forum.2022.64.2.08
Schlagwörter	Neoliberalism; Inclusion; Barriers; Special Education; Students with Disabilities; Foreign Countries; Political Attitudes; Economic Factors; Competition; Privatization; Equal Education; Criticism; Power Structure; United Kingdom + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Political attitude; Politische Einstellung; Ökonomischer Faktor; Wettkampf; Privatisation; Privatisierung; Kritik; Großbritannien
Abstract	The UK education system is becoming increasingly dominated by exclusive economic and political ideology. The neoliberal agenda marketises young people and encourages them to take part in a competitive system. The rise of multi-academy trusts (MATs) further exacerbates an already inequitable system in which young people with special education needs and disabilities (SEND) are considered invaluable commodities. Coercive political tactics have allowed the education system to exist in this way without explicit questioning, and those in power benefit from withholding the opportunity to critique the system from educational practitioners. This article utilises Bourdieu's concept of doxa to explore the surreptitious privatisation of the UK education system and consider the implications of this agenda for inclusive education. (As Provided).
Anmerkungen	Lawrence Wishart. Central Books Building, Freshwater Road, Chadwell Heath, London RM8 1RX, UK. Tel: 44-20-8597-0090; e-mail: forum@lwbooks.co.uk; Web site: https://journals.lwbooks.co.uk/forum
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01