Call for papers: Neoliberalism and public education

CALL FOR PAPERS

Educational Studies Special Issue:
Neoliberalism and Public Education

Guest Editors: Richard D. Lakes & Patricia A. Carter
Social Foundations of Education
Georgia State University, Atlanta
Email: rlakes@gsu.edu

Increasingly neoliberal economic policies are transforming the delivery of
public education. In the current era of marketplace reforms the idea of
the public has been supplanted by a private ideology of risk management;
whereby, under individualization, students as consumers are taught
responsible choice strategies designed for competitive advantage in the
so-called new economy.

Under Keynesian economics, which held sway in the U.S., Britain, Canada,
and Australia from the 1930s to the Thatcher-Reagan era of the 1980s, the
public sought to ameliorate inequities stemming from race, class and
gender bias, but under neoliberalism the state has shifted to promoting a
meritocratic myth of governing the self. As old collectivities and their
support structures such as working-class labor and unions have begun to
disappear under advanced capitalism so too have their counterparts within
the school system.

In this special issue we seek manuscripts that explore the devolution of
public education under neoliberalism. We are interested in scholarly
papers that trouble the notion of risk in an educational environment of
competitive capitalism, the nature of specialized curriculums that are
devoted to social advantage, the ways in which schools have outsourced
services and privatized operations; and the assaults on teachers’ rights
through de-unionizing practices, the dismantling of seniority, and the
erosion of benefits. We are interested in case studies of neoliberal
designed school-based reforms as well as accounts of teaching about
neoliberalism in the social foundations classroom.

To submit manuscripts please use our online submission and review system
at Manuscript Central: http://mc.manuscriptcentral.com/heds

Be sure to include a note that your submission is for the Special Issue on
Neoliberalism and Public Education.

Deadline for manuscript submissions: June 1, 2010.

Research evaluation based on academic excellence or impact

On a philosophy of science mailinglist (HOPOS), a U.K. based member recently wrote: "(...) I hope this is not an abuse of the list and I appreciate that this will be of interest primarily for UK based hopoi only. There is growing concern here over the inclusion of some form of societal 'impact' factor in the next research evaluation framework (upon which a considerable portion of our funding depends). Many science folk are 'up in arms' over this but of course it bites even harder for us arts types. Emulating a recent science and engineering petition James Ladyman and I have put a petition up on the 10 Downing St. website and if you feel anywhere nearly as strongly about this as we do, please sign up."
The link is: http://petitions.number10.gov.uk/REFandimpact/ The complete petition text:

We request the reversal of the Research Councils and HEFCE policy to direct funds to projects whose outcomes are determined to have a significant ‘impact’. The arts and humanities do have such an impact, but it is typically difficult if not impossible to judge this in the short-term. Academic excellence is the best predictor of impact in the longer term, and it is on academic excellence alone that research should be judged. ‘Users’ who are not academic experts are not fit to judge the academic excellence of research any more than employers are fit to mark student essays. The UK is renowned for its creative industries. But the roots of creativity in the intellectual life of the nation need sustained support and evaluations based on short-term impact will lead to less impact in the long-term. We also request the abandonment of plans to merge subject panels based on spurious claims of disciplinary and methodological similarities. Merging panels in most cases would undermine both methodological integrity and disciplinary identities and undermine the world class research that the UK currently produces.

A French reader suggested an international reaction against this kind of research evaluation, and the petition was also mentioned at a french site "Sauvons la recherche":
http://www.sauvonslarecherche.fr/spip.php?article2916

Challenging Orthodoxies: Critical Governance Studies at Warwick

The inaugural Critical Governance Studies conference will be held at the University of Warwick on 13th and 14th December 2010.
The objective of the conference is to bring together scholars and activists challenging orthodoxies and developing critical approaches to the study of governance. We believe it is timely to hold an event such as this, which at a moment of crisis and discontent, has the potential to establish critical governance studies as a recognized milieu in the social sciences. The conference will be cross-disciplinary and based on themes that might include, among others, critical approaches to the governance of citizens, space, money, networks, science and the university. We are delighted that Professor Nancy Fraser has agreed to be keynote speaker.

Please circulate this information to relevant contacts and networks and contact yvonne.field@wbs.ac.uk or 02476 574688 if you:
a. are interested in attending the conference and would like further information
b. would be interested in running a conference stream. If so, please state what you have mind.

[see also: www2.warwick.ac.uk/fac/soc/wbs/projects/orthodoxies]

Call for manuscripts: Critical Education

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. Critical Education is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.

Critical Education is an open access journal, launching in early 2010. The journal home is criticaleducation.org

Critical Education is hosted by the Department of Curriculum and Pedagogy at the University of British Columbia and edited by Sandra Mathison (UBC), E. Wayne Ross (UBC) and Adam Renner (Bellarmine University) along with collective of 30 scholars in education that includes:

Faith Ann Agostinone, Aurora University
Wayne Au, California State University, Fullerton
Marc Bousquet, Santa Clara University
Joe Cronin, Antioch University
Antonia Darder, University of Illinois, Urbana-Champaign
George Dei, OISE/University of Toronto
Stephen C. Fleury, Le Moyne College
Kent den Heyer, University of Alberta
Nirmala Erevelles, University of Alabama
Michelle Fine, City University of New York
Gustavo Fischman, Arizona State University
Melissa Freeman, University of Georgia
David Gabbard, East Carolina University
Rich Gibson, San Diego State University
Dave Hill, University of Northampton
Nathalia E. Jaramillo, Purdue University
Saville Kushner, University of West England
Zeus Leonardo, University of California, Berkeley
Pauline Lipman, University of Illinois, Chicago
Lisa Loutzenheiser, University of British Columbia
Marvin Lynn, University of Illinois, Chicago
Sheila Macrine, Montclair State University
Perry M. Marker, Sonoma State University
Rebecca Martusewicz, Eastern Michigan University
Peter McLaren, University of California, Los Angeles
Stephen Petrina, University of British Columbia
Stuart R. Poyntz, Simon Fraser University
Patrick Shannon, Penn State University
Kevin D. Vinson, University of the West Indies
John F. Welsh, Louisville, KY

Online submission and author guidelines can be found here.

Tenure's Value ... to Society

Someone on the edu-factory email list brought my attention to the article Tenure's Value ... to Society from Inside Higher Ed (here): "This is an interesting finding on tenure, the main mechanism of job security in US academia. Recent studies show that 40% of teaching faculty in US public universities are not tenure-track." Quote from Scott Jaschik's report:

"A judge ruled last week in Colorado that not only is tenure a good thing for the professors who enjoy it, it is valuable to the public. Further, the court ruled that the value (to the public) of tenure outweighed the value of giving colleges flexibility in hiring and dismissing. That is a principle that faculty members say is very important and makes this case about much more than the specific issues at play.
While noting "countervailing public interests" in the case, the judge wrote that "the public interest is advanced more by tenure systems that favor academic freedom over tenure systems that favor flexibility in hiring or firing." The ruling added that "by its very nature, tenure promotes a system in which academic freedom is protected" and that "a tenure system that allows flexibility in firing is oxymoronic.""

More here: http://www.insidehighered.com/news/2009/06/08/metro.

Critical Education: New journal to officially launch in early 2010

Critical Education is a new international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. Critical Education is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.

Critical Education is an open access journal and uses the Open Journal Systems management and publication platform, which was developed by the Public Knowledge Project at Simon Fraser University to expand and improve access to research.

Critical Education is hosted by the Department of Curriculum and Pedagogy at the University of British Columbia and edited by Sandra Mathison, E. Wayne Ross and Adam Renner.

Mathison, Ross, and Renner have extensive experience as educators, researchers, and academic journal editors in the United States and Canada.

Mathison is currently Editor-in-Chief of New Directions in Evaluation. She is also editor and author of several books including Encyclopedia of Evaluation, The Nature and Limits of Standards-Based Reform and Assessment, Battleground Schools and most recently Researching Children's Experiences.

Ross co-edits Workplace: A Journal for Academic Labor and Cultural Logic and is former editor of Theory and Research in Social Education. His books include Neoliberalism and Education Reform (winner of the 2009 Critics' Choice Award from the the American Educational Studies Association), Education Under the Security State, The Social Studies Curriculum, and Image and Education, among others.

Renner is an Associate Professor in the School of Education at Bellarmine University in Louisville, KY. As well, he serves as the Director of the Interdisciplinary Core in the Bellarmine College of Arts and Sciences. Once a high school math teacher, Renner received his Ph.D from the University of Tennessee in Cultural Studies. He teaches courses on social difference, social justice, globalization, international service learning, and general pedagogy.

Renner's research interests are tightly connected to the courses he teaches. He has published in such venues as the Journal of Curriculum Theorizing, Educational Studies, the International Journal of Learning, and Intercultural Education, among others. He is the editor of The Rouge Forum News.

Additionally, among many invited lectures, he has delivered more than forty papers at professional conferences in the US, Canada, Mexico, and Jamaica. Since 1998, Adam has coordinated an international partnership which pairs students and faculty from the US with educational and health workers in Montego Bay, Jamaica.

In the coming weeks and months Critical Education will be announcing additional members of the Editorial Team as well as members of the Editorial Collective.

Our aim is to officially launch the journal in early 2010.

For more information visit the journal's website.

Higher education is a public good, not a service

150 governments agree that higher education is a public good, not a service. See the lead article of the last issue of the World University News!
- quotes:
"UNESCO held its second World Conference on Higher Education in Paris last week. The biggest event on the global higher education calendar since the first world conference in 1998, the four-day meeting attracted 1,200 delegates from 150 countries. They debated current and future issues in higher education in the areas of social responsibility, access, equity and quality, internationalisation, regionalisation and globalisation, and learning, research and innovation. There was also a special focus on Africa. As the official media representative at the conference, University World News covered all the key events." (...)
"The 'public good' debate followed numerous political squabbles over the "commodification" of higher education. At its heart is the wish by several developed countries to export educational provision without facing barriers to entry in foreign markets. They have pushed other countries to sign into effect education's inclusion in GATS, which would allow private providers to set up freely in those countries.
Developing countries fear their governments will be constrained from regulating higher education. For instance, there has been concern that governments would be required under GATS to subsidise foreign education providers on the same basis as they fund local public universities or violate GATS anti-discriminatory clauses." (...)
"Use of the words 'public good' appeared in the first draft communiqué published on 26 June. It was replaced with 'public service' in the second draft - which also shunted the section on social responsibility in higher education down the list of themes - and then popped back up again in the final communiqué as the very first point: "Higher education as a public good is the responsibility of all stakeholders, especially governments," the communiqué says.
Minister after minister supported this stance and, sources said, India was insistent on this in the drafting group. India does not currently allow foreign higher education providers but the current government will present a bill to parliament to allow them in under certain conditions, an Indian delegate told the conference." (...)
"Speaking on behalf of the Latin American and Caribbean group within UNESCO, Argentina's Minister for Education Juan Carlos Tedesco said: "We have to stress the idea that education and knowledge is part of the public good which each and every citizen has a right to.""