Neoliberalism Critical Pedagogy and Education 1st Edition by Ravi Kumar 9781138961388 1138961388

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ISBN 10: 1138961388
ISBN 13: 9781138961388 
Author: Ravi Kumar 

This volume examines the role of neoliberalism and its impact on education in South Asia. It contends that education is in a state of crisis across the world. This is reflected not only in the way the state has withdrawn to pave way for private capital but also in the manner in which knowledge and ways of understanding the world are being challenged by manipulation and adverse influences. A process of ‘factoryisation’ is underway as disciplining of human minds and redefinition of the purpose of human existence are being geared to fall in line with the needs of private capital. The book brings together incisive contributions from India, Sri Lanka, Pakistan and Nepal to explore newer possibilities to deal with the educational crisis, and looks at a range of critical themes in education: pedagogy, teacher–learner relationship, teacher education, the state of the university, and policy. Rich in content, critical and insightful, this book will be a valuable addition for scholars and researchers of education and education policy, sociology, public policy and South Asian Studies.

Neoliberalism Critical Pedagogy and Education 1st Table of contents:

Part I: Neoliberalism, Critical Pedagogy, and Resistance

1. Critical Pedagogy and Class Struggle in the Age of Neoliberal Terror

• Geographies of desire: the epochal crisis
• Financialization and the neoliberal mind
• Violence and the American structural unconscious
• Revolutionary critical pedagogy
• A new epistemological alternative
• Revolutionary critical pedagogy: after the future is the past
• Absolute negativity as critical pedagogy
• Towards conclusion
• Note
• References

2. Transformative Education, Critical Education, Marxist Education

• Neoliberalism and (neo)-conservatism and the nature and power of resistance
• Resistance, critical education, and critical educators
• Critical education, critical educators, Marxist education, Marxist educators
• Pedagogy
• Curriculum
• Organization of students
• Ownership, control, and management of schools, colleges, and universities
• Marxist educators
• A socialist manifesto for education
• Educate, agitate, organize: a Marxist analysis
• Programme
• Conclusion
• References

3. Teaching for Transformation, Diversity, and Equality in the Teacher Education System in England

• A brief introduction to teacher education in England
• Organisational landscape of teacher education
• Superdiversity
• An example of critical pedagogy – inclusive practices in primary schools
• Final thoughts on teaching for transformation, diversity, and equality
• References

Part II: Neoliberalism in Education in South Asia

4. State and Education Privatization in Nepal

• A brief history and current status of education privatization in Nepal
• State engagement with education privatization after 1990
• Conclusion
• Notes
• References

5. Neoliberalism and Education in Pakistan: An Appraisal and Plan for the Future

• Pakistan education profile
• The problem
• The university as a guild
• Outreach in Pakistan
• But is not the Internet elitist?
• Costs and benefits
• Virtual university considerations
• The future of education
• References

6. Neoliberal State, Rural Dispossession, and Struggles for Education

• ‘Patrimony of the rich’ to the ‘inheritance of the poor’
• The neoliberal logic of dispossession
• Education on the margins of Jaffna
• Caste, class, and social exclusion
• The political economy of rural education
• Radical democratic struggles
• Notes
• References

Part III: Politics of Knowledge Production Under Neoliberalism

7. Countering the Hegemony of ‘Hegemony’ in Social Science: A Marxist Critique of ‘Subaltern’ Pedagogy in Indian Academia

• Post-colonialism in India
• Historical background
• ‘Structural split’ in subaltern historiography
• An instance of class struggle
• Subaltern ‘community’: a particular universalism
• From particular universalism to total universalism
• Conclusion
• Notes
• References

8. Neoliberalism in Higher Education and the Brahmanical Hegemony of Knowledge Production

• Democratisation of knowledge production: the biggest challenge in Indian academia
• Neoliberalism and higher education in India
• The gradual withdrawal of state from education
• Education and market efficiency
• Academic Brahmanism and the privileged caste’s hegemony over knowledge production
• Recent state policies on higher education in India and their ramifications
• Challenging the hegemony: conceptualising the alternative
• Conclusion
• Acknowledgements
• References

9. Everyday Discourse of Neoliberalism: Hypothesizing a Dialogic Alternative

• Evolving discourse of neoliberalism
• Operationalization of neoliberalism
• Generating everyday discourse
• Freire and everyday discourse: generating hypotheses
• Neoliberalism and Indian higher education
• Conclusion
• Acknowledgements
• References

10. Not Yet, a Stalemate! Pedagogical Possibilities in Teaching South Asian Students

• Context of the contest
• Stalemate and rhetoric on the intellectual chessboard
• Interstitial possibilities: doing theories in everyday life
• Conclusion
• References

11. Contextualising Curriculum in Contemporary Times: Issues and Alternatives

• Goals of a curriculum and the need for contextualisation
• Contextualising curriculum of primary education
• The language context
• Contextualising curriculum of higher education
• The local and the global contexts
• Knowledge acquisition and fallacies
• The context of information technology
• Planetary realities in curriculum
• Peace education and multiple narratives
• Science content: curriculum and pedagogy
• Conclusion
• References

12. Politics of the Teacher–Learner Relationship and Shifts in Educational Policy in Sri Lanka

• Quality of education and policy on higher education
• Changing conceptions of education quality
• University Grants Commission and quality assurance
• Opportunities for transforming education quality discussions
• Unions and non-university entities
• Conclusion
• Notes
• References

13. The University as Institution: Transforming the Modern

• Preamble: pedagogic queries
• What does the university mean? Free education and its challenges
• Pedagogy of the oppressed (Paulo Freire)
• The university as freedom and the limits of free education
• Theoretical foundations for a new dialogic programme
• References

Part IV: Perspectives on Resisting Neoliberalism in Education

14. Neoliberal Approach to Governance Reform in Universities: A Critique and a Possible Alternative

• Elusive quality of education
• API and quantification of performance and excellence
• Quantification and its problems
• University failure: an economic perspective
• New public management (NPM)
• The principal–agent model
• Critique of NPM in education
• Inapplicability of input–output analysis
• NPM and education for virtue
• An alternative to NPM
• Autonomy in higher education
• Autonomy and accountability
• RUSA, private investment, and autonomy
• Governance structures and autonomy
• Concluding remarks
• Notes
• References

15. Resisting Neoliberal Restructuring of Education and Reclaiming Critical Educational Space

• The restructuring of education and closure of critical spaces
• Reclaiming education as a critical space: critiquing the present and envisioning the future
• References

16. Neoliberal Education and Critical Social Movements: Implications for Democracy

• Neoliberalism, state, and primitive accumulation
• Neoliberalism and democracy: possibilities for resistance
• References

17. Education for Self-Liberation: Challenges for Civic and Political Education in the Twenty-First Century

• The idea of civic education
• The Beutelsbach consensus
• Are all influences equal?
• The secret educators
• The hegemonic project of neoliberal forces
• Left education: an ongoing search
• Defining ‘left’ in education
• Revolutionary pedagogy
• A ‘left’ theory of education
• Core elements of left political education
• Areas of tension in left education
• Schooling and syllabus
• Political partisanship vs. battle of opinions
• Addressing pressing issues and attitudes
• Breaking the ‘vicious circle’
• Possible pathways forward
• Notes
• References

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Ravi Kumar,Neoliberalism,Critical Pedagogy