View in EDS

Fantasies of Empowerment: Mapping Neoliberal Discourse in the Coalition Government's Schools Policy

Saved in:
Bibliographic Details
Title: Fantasies of Empowerment: Mapping Neoliberal Discourse in the Coalition Government's Schools Policy
Language: English
Authors: Wright, Adam
Source: Journal of Education Policy. 2012 27(3):279-294.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2012
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Neoliberalism, Empowerment, Discourse Analysis, Educational Change, Social Problems, School Restructuring, Fantasy, Self Esteem, Political Attitudes, Educational Policy, Ideology, Commercialization, Parent Role, Teacher Role
Geographic Terms: United Kingdom
DOI: 10.1080/02680939.2011.607516
ISSN: 0268-0939
Abstract: The swift nature of school reform enacted by the new Conservative-led coalition government has sparked debate over the future of state education in Britain. While the government rhetoric suggests a decisive break with past policies, there is evidence to suggest that these reforms constitute the next stage of a long revolution in education reform, centred around neoliberal market discourse. In the following paper, I examine the current government's education policy discourse and, by employing techniques of post-structuralist discourse analysis, reveal the government's attempts to rearticulate education around the logics of market, responsibilisation and self-esteem, which act to shift responsibility for social problems from the state to the individual. Furthermore, I shall argue that such rearticulation has been coupled with an ideological fantasy of "empowerment", which conceals the subordination of actors to these neoliberal logics by constituting the parent and, more recently, the teacher as powerful actors who have been freed from legal and bureaucratic constraints forced upon them by central government. (Contains 1 note.)
Abstractor: As Provided
Number of References: 40
Entry Date: 2012
Accession Number: EJ986900
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ986900
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fantasies of Empowerment: Mapping Neoliberal Discourse in the Coalition Government's Schools Policy
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wright%2C+Adam%22">Wright, Adam</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+Policy%22"><i>Journal of Education Policy</i></searchLink>. 2012 27(3):279-294.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2012
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Neoliberalism%22">Neoliberalism</searchLink><br /><searchLink fieldCode="DE" term="%22Empowerment%22">Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Problems%22">Social Problems</searchLink><br /><searchLink fieldCode="DE" term="%22School+Restructuring%22">School Restructuring</searchLink><br /><searchLink fieldCode="DE" term="%22Fantasy%22">Fantasy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Attitudes%22">Political Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Commercialization%22">Commercialization</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02680939.2011.607516
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0268-0939
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The swift nature of school reform enacted by the new Conservative-led coalition government has sparked debate over the future of state education in Britain. While the government rhetoric suggests a decisive break with past policies, there is evidence to suggest that these reforms constitute the next stage of a long revolution in education reform, centred around neoliberal market discourse. In the following paper, I examine the current government's education policy discourse and, by employing techniques of post-structuralist discourse analysis, reveal the government's attempts to rearticulate education around the logics of market, responsibilisation and self-esteem, which act to shift responsibility for social problems from the state to the individual. Furthermore, I shall argue that such rearticulation has been coupled with an ideological fantasy of "empowerment", which conceals the subordination of actors to these neoliberal logics by constituting the parent and, more recently, the teacher as powerful actors who have been freed from legal and bureaucratic constraints forced upon them by central government. (Contains 1 note.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 40
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2012
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ986900
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ986900
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02680939.2011.607516
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 279
    Subjects:
      – SubjectFull: Neoliberalism
        Type: general
      – SubjectFull: Empowerment
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Social Problems
        Type: general
      – SubjectFull: School Restructuring
        Type: general
      – SubjectFull: Fantasy
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Political Attitudes
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Ideology
        Type: general
      – SubjectFull: Commercialization
        Type: general
      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: United Kingdom
        Type: general
    Titles:
      – TitleFull: Fantasies of Empowerment: Mapping Neoliberal Discourse in the Coalition Government's Schools Policy
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wright, Adam
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2012
          Identifiers:
            – Type: issn-print
              Value: 0268-0939
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Education Policy
              Type: main
ResultId 1