'Productive' and 'disciplined' students for the 'common good': Globalised discourses of neoliberal and neoconservative responsibility in Australian education policy

Journal article


Wardman, Natasha Penelope. (2016). 'Productive' and 'disciplined' students for the 'common good': Globalised discourses of neoliberal and neoconservative responsibility in Australian education policy. Global Studies of Childhood. 6(3), pp. 311 - 323. https://doi.org/10.1177/2043610616664810
AuthorsWardman, Natasha Penelope
Abstract

The notion of responsibility makes a significant appearance in a range of Westernised education policy documents concerned with student conduct, welfare and values. While policies may differ in the extent to which responsibility is explicitly defined or generally assumed, most seem to emphasise an ideal social subject who is accountable, self-regulating and actively contributing to civic life. Drawing on insights from Michel Foucault, Emmanuel Levinas and Judith Butler, I argue that the emphasis on neoliberal and neoconservative discourses in Australian educational policy can work to undermine more unconditional forms of responsibility grounded in notions of ethics, care and recognition of the other.

KeywordsButler; discourse; education; Foucault; Levinas; policy; responsibility
Year2016
JournalGlobal Studies of Childhood
Journal citation6 (3), pp. 311 - 323
PublisherSymposium Journals
ISSN2043-6106
Digital Object Identifier (DOI)https://doi.org/10.1177/2043610616664810
Page range311 - 323
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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