| The Developing World and State Education: Neoliberal Depredation and Egalitarian Alternatives Contributor(s): Hill, Dave (Editor), Rosskam, Ellen (Editor) |
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ISBN: 0415957761 ISBN-13: 9780415957762 Publisher: Routledge OUR PRICE: $161.50 Product Type: Hardcover - Other Formats Published: December 2008 Annotation: This book critically examines neoliberal policy impacts on schooling/ education in the Developing World. Chapters ask What Neoliberal Changes have taken place? (e.g. privatisation, vouchers, marketisation, commercialization, school fees, new brutalist public managerialism, and the the assault on the comprehensive / common school principle and on democratic control of schools) and identify neoliberal Drivers or Levers - national / transnational corporations, thinktanks, pressure groups, state power, ideologies/ discourses. The contributors (academics and labour organization/social movement activists) analyse the latest developments in Latin America, Mexico, Argentina, Venezuela, Pakistan, India, Burkina Fasso, South Africa, Mozambique, and China. |
| Additional Information |
| BISAC Categories: - Social Science - Education | Administration - General - Education | Higher |
| Dewey: 379 |
| LCCN: 2008017320 |
| Series: Routledge Studies in Education, Neoliberalism, and Marxism |
| Physical Information: 0.8" H x 6.1" W x 9.1" (1.10 lbs) 276 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Neoliberalism has had a major impact on schooling and education in the Developing World, with social repercussions that have affected the salaries of teachers, the number and type of potential students, the availability of education, the cost of education, and more. This edited collection argues that the privatization of public services and the capitalization and commodification of education have resulted in the establishment of competitive markets that are marked by selection, exclusion and inequality. The contributors - academics and organization/social movement activists - examine aspects of neoliberal arguments focusing on low- and middle-income countries (including Chile, Mexico, Argentina, Venezuela, China, Pakistan, India, Turkey, Burkina Faso, Mozambique and South Africa), and suggest where they fall short. Their arguments center around the assumption that education is not a commodity to be bought and sold, as education and the capitalist market hold opposing goals, motivations, methods, and standards of excellence. |