Advertisement

Educational Policy After Welfare

Reshaping Patterns of Governing Children and Families in Argentinean Education
  • Inés Dussel

Abstract

The title of this chapter is based on Sanford Schram’s book After Welfare (2000). Analyzing social policy in the contemporary United States, Schram points out that it is important to avoid the trap of welfare advocates who only see exclusion and dismantling of structures of power in recent transformations. Instead, he claims that welfare and its aftermath need to be understood as “… a ‘technology of citizenship’ that empowers people to be citizens but in ways that also disable them. At this point, welfare advocacy may need to begin emphasizing that the problem it confronts is not so much how the liberal order has excluded welfare recipients as citizens, but rather how it has included them” (Schram, 2000, p. 25).

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Aguerrondo, I. (2000, July 31–August 2). Formatión de Docentes para la Innovatión Pedagógica [Teacher Training for Pedagogical Innovation]. Paper presented at the conference: Los formadores de jovenes en América Latina en el siglo XXI: De-safios, experiencias y propuestas para su formación y capacitación [Youth Educators in Latin America in the 21st century: Challenges, experiences and proposals for their pre-service and in-service training]. Maldonado, Uruguay.Google Scholar
  2. Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis: University of Minnesota Press.Google Scholar
  3. Auyero, J. (1997), Evita como performance: Mediacion y resolucion de problemas entre los pobres urbanos del Gran Buenos Aires [Evita as performance: Mediation and conflict resolution among urban youth in the Great Buenos Aires). In J. Auyero (Ed.), Favores por votos? Estudios sobre el clientelismo politico contemporáneo [Perks for votes? Studies on political clientelism] (pp. 167–233). Buenos Aires: Ed. Losada.Google Scholar
  4. Bhabha, H. (1994). The location of culture. London & New York: Roudedge.Google Scholar
  5. Castel, R. (1991). From dangerousness to risk. In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in govemmentaìity (pp. 281–298). Harvester Wheatsheaf: The University of Chicago Press.Google Scholar
  6. Connolly, W. (1996). Pluralism, multiculturalism, and the nation-state: Rethinking the connections. Journal of Political Ideologies, 1 (1): 53–73.CrossRefGoogle Scholar
  7. Cruikshank, B. (1999). The will to empower: Democratic subjects and other subjects. Ithaca, NY: Cornell University Press.Google Scholar
  8. Dean, M. (1999). Govemmentaìity. Power and rule in modern society. London and Thousand Oaks, CA: Sage Publications.Google Scholar
  9. Dussel, I. (1997). Curriculum, Humanismo y Democracia en la Enseñanza Media (1863–1920) [Curriculum, humanism and democracy in secondary schooling (1863–1920)]. Buenos Aires: Oficina de Publicaciones del CBC-UBA/FLACSO.Google Scholar
  10. ——. (2000). What can multiculturalism tell us about difference?: The reception of multicultural discourses in France and Argentina. In C. Grant & J. Lei (Eds.), The ideals and realities of multicultural education in global contexts (pp. 93–114). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  11. Dussel, I., Tiramonti, G., & Birgin, A. (2000). Decentralization and recentralization in the Argentine educational reform: Reshaping educational policies in the ‘90s. In T. Popkewitz (Ed.), Educational knowledge: Changing relationships between the state, civil society, and the educational community (pp. 155–172). Albany: State University of New York Press.Google Scholar
  12. Ehrenberg, A. (2000). La fatiga de ser uno mismo. Depresión y sociedad [Being tired of being oneself. Depression and society]. (R. Paredes, Trans.). Buenos Aires: Nueva Visión.Google Scholar
  13. Feldman, D. (1996, July 25–27). Quiénes son los expertos? Problemas de la reforma educativa [Who are the experts? Problems of educational reform]. Paper presented at the Congreso Internacional de Educación: Educación, Crisis y Utopias, University of Buenos Aires, Buenos Aires, Argentina.Google Scholar
  14. Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972–1977 (C. Gordon, trans.). New York: Pantheon Books.Google Scholar
  15. Fraser, N., & Gordon, L. (1998). Contract versus charity: Why is there no social Citizenship in the United States? In G. Shafir (Ed.), The Citizenship Debates (pp. 113–127). Minneapolis & London: University of Minnesota Press.Google Scholar
  16. Gonzalez, H. (1993). El sujeto de la pobreza: Un problema de la teoria social [The subject of poverty: A problem for social theory]. In A. Minujin (Ed.), Cuesta abajo: Los nuevos pobres y los efectos de la crisis en la sociedad argentina [Downsliding: The new poor and the effects of the crisis in Argentinean society]. Buenos Aires: Losada/UNICEF.Google Scholar
  17. Grant, C., & Ladson-Billings, G. (1997). Dictionary of multicultural education. Phoenix: Oryx Press.Google Scholar
  18. Hacking, I. (1991). How should we do the history of statistics? In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in govemmentality (pp. 181–195), Chicago: Harvester Wheatsheaf, The University of Chicago Press.Google Scholar
  19. Hunt, A. (1999). Governing morals: A social history of moral regulation. Cambridge, UK and New York: Cambridge University Press.Google Scholar
  20. Kirk, D. (1992). Defining physical education: The social construction of a school subject in postwar Britain. London & Washington, DC: The Falmer Press.Google Scholar
  21. Kliebard, H. (1986). The struggle for the American curriculum, 1893–1958. New York & London: Routledge & Kegan Paul.Google Scholar
  22. Larson, M. S. (1997). The rise of professionalism: A sociological analysis. Berkeley: University of California Press.Google Scholar
  23. La Vopa, A. J. (1988). Grace, talent, and merit. Poor students, clerical careers, and professional ideology in eighteenth-century Germany. Cambridge, UK & New York: Cambridge University Press.CrossRefGoogle Scholar
  24. Llach, J.J., Montoya, S., & Roldân, F. (1999). Educación para todos [Education for All]. Córdoba, Argentina: IERAL.Google Scholar
  25. McCarthy, C. (1998). The Uses of culture: Education and the limits of ethnic affiliation. New York: Routledge.Google Scholar
  26. Palamidessi, M. (in press). La investigación educacional en la Argentina: Una mirada al campo y algunas proposiciones para la discusión [Educational research in Argentina: An outlook at the field and some proposals for discussion]. Buenos Aires: FLACSO.Google Scholar
  27. Popkewitz, T. (Ed.). (1993). Changing patterns of power: Social regulation and teacher education reform. Albany: State University of New York Press.Google Scholar
  28. Popkewitz, T. (1998). Struggling for the soul: The politics of schooling and the construction of the teacher. New York: Teachers College Press.Google Scholar
  29. Popkewitz, T. (this volume). Governing the child and pedagogicalization of the parent: A history of the present.Google Scholar
  30. Rama, A. (1997). The lettered city (J. C. Chasteen, Trans.). Durham, NC & London: Duke University Press.Google Scholar
  31. Rios, J. C., & Talak, A. M. (1999). ”La niñez en los espacios urbanos (1890–1920)” [Childhood in urban spaces (1890–1920)]. In E. Devoto & M. Madera (Eds.), Historia de la vida privada en la Argentina: La Argentina Plural, 1870–1930 [A History of Private Life in Argentina: Plural Argentina, 1870–1930] (pp. 139–161). Buenos Aires: Taurus.Google Scholar
  32. Rose, N. (1989). Governing the soul: The shaping of the private self. London: Routledge.Google Scholar
  33. ——. (1999a). Powers of freedom: Reframing political thought. Cambridge, UK & New York: Cambridge University Press.CrossRefGoogle Scholar
  34. ——. (1999b). Inventiveness in politics. Economy and Society, 28 (3): 467–493.CrossRefGoogle Scholar
  35. Rose, N., & Miller, P. (1992). Political power beyond the state: Problematics of government. The British Journal of Sociology, 43 (2): 173–205.CrossRefGoogle Scholar
  36. Sarti, R. (2003). Vida en familia. Casa, comida y vestido en la Europa Moderna [Life in the family. Household, food and dress in modern Europe] (J. Vivanco, Trans.). Barcelona, Spain: Critica.Google Scholar
  37. Schram, S. (2000). After welfare: The culture of postindustrial social policy. New York: New York University Press.Google Scholar
  38. Schwartzmann, S. (1991). Changing roles of new knowledge: Research institutions and societal transformations in Brazil. In P. Wagner, C. H. Weiss, B. Wittrock, & H. Wollmann (Eds.), Social sciences and modem states: National experiences and theoretical crossroads (pp. 230–259). Cambridge and New York: Cambridge University Press.CrossRefGoogle Scholar
  39. Southwell, M. (2002). Una aproximación al proyecto educacional de la Argentina post-dictatorial: el fin de algunos imaginarios [Educational projects in post-dictatorship Argentina: The end of some imaginaries]. Cuadernos de Pedagogía Critica, 10, 53–70.Google Scholar
  40. Taylor, C. (1994). The politics of recognition. In A. Gutmann (Ed.), Multiculturalism: Examining the politics of recognition (pp. 25–73). Princeton, NJ: Princeton University Press.Google Scholar
  41. Valverde, M. (1998). Diseases of the will: Alcohol and the dilemmas of freedom. Cambridge, UK & New York: Cambridge University Press.Google Scholar
  42. Winant, H. (1994). Racial conditions: Politics, theory, comparisons. Minneapolis: University of Minnesota Press.Google Scholar

Copyright information

© Marianne N. Bloch, Kerstin Holmlund, Ingeborg Moqvist, and Thomas S. Popkewitz 2003

Authors and Affiliations

  • Inés Dussel

There are no affiliations available

Personalised recommendations