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Neoliberal education and the redefin...

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Neoliberal education and the redefinition of democratic practice in Chicago

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Neoliberal education and the redefinition of democratic practice in Chicago/ by Kendall A. Taylor.
作者:	Taylor, Kendall A.
出版者:	Cham :Springer International Publishing : : 2018.,
面頁冊數:	ix, 169 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	Education and state - Illinois -
電子資源:	https://doi.org/10.1007/978-3-319-98950-1
ISBN:	9783319989501

Neoliberal education and the redefinition of democratic practice in Chicago
Taylor, Kendall A.

Neoliberal education and the redefinition of democratic practice in Chicago[electronic resource] /by Kendall A. Taylor. - Cham :Springer International Publishing :2018. - ix, 169 p. :ill., digital ;24 cm. - New frontiers in education, culture, and politics. - New frontiers in education, culture, and politics..

The book uses Chicago as a case study to examine the cultural politics surrounding neoliberal education policy in general and the concomitant alterations to democratic practice in particular. After juxtaposing the numerous failures of neoliberal education policy and the language of democratic norms used by those who continually double-down on these same policies, it examines four distinct but related policy arenas. Each chapter begins with a vignette of a particular example of the neoliberal education policy in action. Taken together, Taylor illuminates the anti-democratic nature of neoliberal education policy and the toll it takes on democratic practice in urban space. The book concludes with a discussion of what resistance might look like in spaces which co-opt democratic concepts for anti-democratic ends.

ISBN: 9783319989501

Standard No.: 10.1007/978-3-319-98950-1doiSubjects--Topical Terms:

1209367
Education and state
--Illinois

LC Class. No.: LC90.I3 / T395 2018

Dewey Class. No.: 379.77311

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520 $a The book uses Chicago as a case study to examine the cultural politics surrounding neoliberal education policy in general and the concomitant alterations to democratic practice in particular. After juxtaposing the numerous failures of neoliberal education policy and the language of democratic norms used by those who continually double-down on these same policies, it examines four distinct but related policy arenas. Each chapter begins with a vignette of a particular example of the neoliberal education policy in action. Taken together, Taylor illuminates the anti-democratic nature of neoliberal education policy and the toll it takes on democratic practice in urban space. The book concludes with a discussion of what resistance might look like in spaces which co-opt democratic concepts for anti-democratic ends.
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