How does neoliberalism in the education field shape who teachers are and what they can be? What are the effects of neoliberal logic on students? How is gender at the core of what it means to teach and learn in neoliberal educational institutions? Neoliberalism, Gender and Education Work examines the everyday labour of educating in a variety of contexts in order to answer these questions in new and productive ways. Neoliberal ideals of standardisation, accountability and entrepreneurialism are having undeniable effects on how we define teaching and learning. Gender is central to these definitions, with care work and other forms of affective labour simultaneously implicated in standards of teacher quality and undervalued in metrics of assessment. Gathering research from across four continents and education settings ranging from elementary school to higher education, to popular social movements, the methodologically diverse case studies in this book offer insight into how teachers and students negotiate the intertwined logics of neoliberalism and gender. Beyond an indictment of contemporary institutions, Neoliberalism, Gender and Education Work provides inspiration with its documentation of the creative practices and selfhoods emerging in the "cracks" of the neoliberal ideological apparatus.
It was originally published as a special issue of Gender and Education.
Table of Contents
Introduction 1. When solidarity doesn’t quite strike: the 1974 Hortonville, Wisconsin teachers’ strike and the rise of neoliberalism 2. Gettin’ a little crafty: Teachers Pay Teachers©, Pinterest© and neo-liberalism in new materialist feminist research 3. Neoliberalism and higher education: a collective autoethnography of Brown Women Teaching Assistants 4. Encountering gender: resisting a neo-liberal political rationality for sexuality education as an HIV prevention strategy 5. Contesting silence, claiming space: gender and sexuality in the neo-liberal public high school 6. An education in gender and agroecology in Brazil’s Landless Rural Workers’ Movement 7. Aligning the market and affective self: care and student resistance to entrepreneurial subjectivities
Sarah A. Robert is Associate Professor at the University at Buffalo (SUNY), USA. Her research and teaching focuses on how to harness the power of teachers’ knowledge and education reform for education equity. Her ultimate goal is to mediate the often diverging interpretations of what "problems" a policy should address and forge a more inclusive policy making process.
Heidi K. Pitzer is an interdisciplinary scholar and teacher with expertise in the Sociology of Education. Her interests include social justice education, race and class inequality, critical and media literacies, and teacher labor. She currently teaches at Syracuse University, USA.
Ana Luisa Muñoz García is currently an Assistant Professor in the School of Education at the Pontificia Universidad Católica de Chile, Chile. She also is a History and Geography Teacher. Her investigations have focused on educational research and practice in poverty areas and the construction of knowledge in academia within the framework of internationalization policies.