Advertisement

Critical Conceptions of Hope and Aspiration: Hopeful Recommendations

  • Andrew Joseph Pereira
Chapter
Part of the Cultural Studies and Transdisciplinarity in Education book series (CSTE, volume 9)

Abstract

This chapter reviews the various effects and consequences of the cultural politics of caring as instantiated in education advertisements as well as in the caring practices of teachers. This chapter theorises the affective economy based on the technologies of vulnerability and triumphalism as wayang-overaction, a localised intercultural reference point. It then makes a case for a more critical care of self for navigation within the cultural politics of caring. This chapter concludes by envisioning alternative affective based on hope where the very discourse of survivalism could serve as a catalyst for transformation.

Keywords

Asia as Method Intercultural referencing Affective economies Hope Aspirations Care of self 

References

  1. Appadurai, A. (2004). The capacity to aspire: Culture and the terms of recognition. In V. Rao & M. Walton (Eds.), Culture and public action (pp. 59–84). Stanford, CA: Stanford University Press.Google Scholar
  2. Appadurai, A. (2013). The future as cultural fact: Essays on the global condition. London, UK: Verso.Google Scholar
  3. Ball, S. J. (1997). Good school/bad school: Paradox and fabrication. British Journal of Sociology of Education, 18(3), 317–336.CrossRefGoogle Scholar
  4. Ball, S. J., & Olmedo, A. (2013). Care of the self, resistance and subjectivity under neoliberal governmentalities. Critical Studies in Education, 54(1), 85–96.CrossRefGoogle Scholar
  5. Best, S., & Kellner, D. (1991). Postmodern theory: Critical interrogations. New York, NY: Guilford Press.CrossRefGoogle Scholar
  6. Butler, J. (1990). Gender trouble and the subversion of identity. New York, NY: Routledge.Google Scholar
  7. Chan, K. B., Lai, G., Ko, Y. C., & Boey, K. W. (2010). Work stress among six professional groups: The Singapore experience. Social Science & Medicine, 50(2000), 1415–1432.Google Scholar
  8. Chen, K.-H. (2010). Asia as method: Toward deimperialization. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  9. Chua, J. S. M. (2009). Saving the teacher’s soul: Exorcising the terrors of performativity. London Review of Education, 7(2), 159–167.CrossRefGoogle Scholar
  10. Connell, R. W. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213–229.CrossRefGoogle Scholar
  11. Davies, B. (2006). Subjectification: The relevance of Butler’s analysis for education. British Journal of Sociology of Education, 27(4), 425–438.CrossRefGoogle Scholar
  12. Foucault, M. (1984). In P. Rabinow (Ed.), The Foucault reader. New York, NY: Pantheon Books.Google Scholar
  13. Foucault, M. (Ed.). (1998). Madness and civilization: A history of madness in the age of reason (R. Howard, Trans.). London, UK: Tavistock.Google Scholar
  14. Foucault, M. (2003). Society must be defended: Lectures at the Collège de France, 1975–1976 (F. Ewald. Trans., Vol. 3). London, UK: Macmillan.Google Scholar
  15. Foucault, M. (2008). The birth of biopolitics: Lectures at the College de France (G. Burchell, Trans., & A. Davidson Ed.). Basingstoke, UK: Palgrave Macmillan.Google Scholar
  16. Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York, NY: Continuum.Google Scholar
  17. Giroux, H. A. (1994). Toward a pedagogy of critical thinking. In K. S. Walters (Ed.), Re-thinking reason: New perspectives in critical thinking (pp. 199–204). Albany, NY: State University of New York Press.Google Scholar
  18. Gordon, C. (1991). Governmental rationality: An introduction. In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 1–52). Chicago, IL: The University of Chicago Press.Google Scholar
  19. Hargreaves, A., & Lo, L. N. (2000). The paradoxical profession: Teaching at the turn of the century. Prospects, 30(2), 167–180.CrossRefGoogle Scholar
  20. Heng, S. K. (2014, September 23). Growing our teachers, building our nation. Retrieved from https://www.moe.gov.sg/media/speeches.
  21. Holloway, S. L., & Pimlott-Wilson, H. (2011). The politics of aspiration: Neo-liberal education policy, “low” parental aspirations, and primary school Extended Services in disadvantaged communities. Children’s Geographies, 9(1), 79–94.CrossRefGoogle Scholar
  22. Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. Abingdon, UK: Routledge.CrossRefGoogle Scholar
  23. Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006.CrossRefGoogle Scholar
  24. Kenway, J. (2012). Commentary: Cultivating a defiant global research imagination in international education. Canadian and International Education, 41(3), 1.Google Scholar
  25. Kenway, J., & Fahey, J. (2009). Imagining research otherwise. In J. Kenway & J. Fahey (Eds.), Globalizing the research imagination (pp. 1–39). Abingdon, UK: Routledge.CrossRefGoogle Scholar
  26. Koh, A., & Chong, T. (2014). Education in the global city: The manufacturing of education in Singapore. Discourse: Studies in the Cultural Politics of Education, 35(5), 625–636.Google Scholar
  27. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.CrossRefGoogle Scholar
  28. Lee, Y.-J. (2009). Not if but when pedagogy collides with culture in Singapore. Pedagogies: An International Journal, 5(1), 17–26.CrossRefGoogle Scholar
  29. Lemke, T. (2014). The risks of security: Liberalism, biopolitics, and fear. In V. Lemm & M. Vatter (Eds.), The government of life: Foucault, biopolitics, and neoliberalism (pp. 59–74). New York, NY: Fordham University Press.Google Scholar
  30. Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–147.CrossRefGoogle Scholar
  31. Lyotard, J.-F. (1979). The postmodern condition: A report on knowledge (G. Bennington & B. Massumi, Trans., 1984 ed.). Manchester, UK: Manchester University Press.Google Scholar
  32. McNay, L. (2009). Self as enterprise dilemmas of control and resistance in Foucault’s The Birth of Biopolitics. Theory, Culture & Society, 26(6), 55–77.CrossRefGoogle Scholar
  33. Noddings, N. (1986). Fidelity in teaching, teacher education, and research for teaching. Harvard Educational Review, 56(4), 496–511.CrossRefGoogle Scholar
  34. Poon, A. M. C. (2005). Performing national service in Singapore: (Re)imagining nation in the poetry and short stories of Alfian Sa’at. The Journal of Commonwealth Literature, 40(3), 118–138.  https://doi.org/10.1177/0021989405056977 CrossRefGoogle Scholar
  35. Rizvi, F. (2005). International education and the production of cosmopolitan identities. RIHE International Publication Series, 9, 77–92.Google Scholar
  36. Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149–161.CrossRefGoogle Scholar
  37. Smith, D. G. (2003). Curriculum and teaching face globalization. In W. F. Pinar (Ed.), International handbook of curriculum research (pp. 35–52). New York, NY: Routledge.Google Scholar
  38. Tan, K. P. (2016). Choosing what to remember in neoliberal Singapore: The Singapore story, state censorship and state-sponsored nostalgia. Asian Studies Review, 40(2), 231–249.CrossRefGoogle Scholar
  39. Thomas, R., & Davies, A. (2005). Theorizing the micro-politics of resistance: New public management and managerial identities in the UK public services. Organization Studies, 26(5), 683–706.CrossRefGoogle Scholar
  40. Venn, C., & Terranova, T. (2009). Introduction: Thinking after Michel Foucault. Theory, Culture & Society, 26(6), 1–11.CrossRefGoogle Scholar
  41. Woo, Y. Y. J. (2008). Youth temporalities and the cost of Singapore's educational success. Discourse: Studies in the Cultural Politics of Education, 29(2), 159–178.Google Scholar
  42. Zembylas, M. (2007). Risks and pleasures: A Deleuzo-Guattarian pedagogy of desire in education. British Educational Research Journal, 33(3), 331–347.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Andrew Joseph Pereira
    • 1
  1. 1.National Institute of EducationNanyang Technological UniversitySingaporeSingapore

Personalised recommendations