This book explores Marxism and related political-economic theory, and its implications for education around the world, as seen in the history of the journal Educational Philosophy and Theory. As such, it illustrates the evolution of political-economic changes across societies, as they have been brought to bear within the academic field and in the journal, through the exploration of typical and noteworthy articles examining political-economic themes over time.
In the early decades of Educational Philosophy and Theory, only a few works can be found focused on Marx’s work, Marxism, and related themes. However, since the mid-1990s, Educational Philosophy and Theory has published many articles focused on neoliberalism and educational responses to theories and policies based on political-economic perspectives. This collection serves to showcase this work, exploring the way Marxist, neoliberal and other related political-economic theories have been applied to educational discussions among philosophers and theorists of education in the history of Educational Philosophy and Theory.
As a collection, this book provides a glimpse of a dramatically changing world, and changing scholarly responses to it, during the late nineteenth and early twentieth centuries. This collection can therefore be useful to scholars interested in better understanding how changes to the political economy have intersected with those in education over time, as well as the diverse ways scholars have approached and reacted to a shifting landscape, considering views ranging from Marxist to Post-Marxist, to neoliberal, and beyond.
Table of Contents
Introduction: Marxism, neoliberalism, and beyond in educational philosophy and theory
Liz Jackson and Michael A. Peters
1. Can Dewey be Marx's educational‐philosophical representative?
Helen Freeman and Alison Jones
2. Radical defeatism
3. State education service or prisoner's dilemma: the ‘hidden hand’ as source of education policy
4. Neo‐liberal education policy and the ideology of choice
John A. Codd
5. Neo‐liberalism and hegemony revisited
6. The restructuring of China's higher education: an experience for market economy and knowledge economy
Jushan Zhao and Junying Guo
7. Art and creativity in the global economies of education
8. Implications of the My School website for disadvantaged communities: a Bourdieuian analysis
9. The incompatibility of neoliberal university structures and interdisciplinary knowledge: a feminist slow scholarship critique
10. Women, capitalism and education: on the pedagogical implications of postfeminism
Marco Öchsner and Georgina Murray
11. ‘Intelligent capitalism’ and the disappearance of labour: whitherto education?
Zhao Wei and Michael A. Peters
Liz Jackson is Professor of Education at the Education University of Hong Kong. She is also the Immediate Past President of the Philosophy of Education Society of Australasia and the former Director of the Comparative Education Research Centre at the University of Hong Kong. Her interests are in philosophy of education, moral philosophy and global studies. She is the author of Muslims and Islam in US Education: Reconsidering Multiculturalism (2014), Questioning Allegiance: Resituating Civic Education (2019) and Beyond Virtue: The Politics of Educating Emotions (2020).
Michael A. Peters is Distinguished Professor of Education at Beijing Normal University and Emeritus Professor at the University of Illinois. He is the Executive Editor of the journal Educational Philosophy and Theory. His interests are in education, philosophy and social policy, and he is the author of over 100 books, including The Chinese Dream: Educating the Future (2019), Wittgenstein, Education and Rationality (2020) and Wittgenstein: Antifoundationalism, Technoscience and Education (2020).