Skip to main content
SpringerLink
Log in

The Entanglement of Thinking and Learning Skills in Neoliberal Discourse

Self, Self-Regulated Learning, and 21st Century Competencies

  • Chapter
Book cover Psychology in Education

Part of the book series: Bold Visions in Educational Research ((ICIE))

Abstract

Critical psychologists suggest that there is a crisis of selfhood in which people’s lives are organized around material consumption, radical individualism, and self-betterment at the expense of civic responsibility and the recognition of the social mediation of self (Cushman, 1990; Gergen, 2009; Martin, 2004; Martin & McLellan, 2013).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Agostinone-Wilson, F. (2006). Downsized discourse: Classroom management, neoliberalism, and the shaping of correct workplace attitude. Journal for Critical Education Policy Studies, 4, 129–158.

    Google Scholar 

  • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3–42.

    Article  Google Scholar 

  • Apple, M. W. (2006). Understanding and interrupting neoliberalism and neoconservatism in education. Pedagogies: An International Journal, 1, 21–26.

    Article  Google Scholar 

  • Azevedo, R., Johnson, A., Chauncey, A., & Graesser, A. (2011). Use of hypermedia to assess and convey self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 102–121). New York, NY: Routledge.

    Google Scholar 

  • Bansel, P. (2007). Subjects of choice and lifelong learning. International Journal of Qualitative Studies in Education, 20, 283–300.

    Article  Google Scholar 

  • Becker, G. S. (1993). Human capital: A theoretical and empirical analysis with special reference to education (3rd ed.). Chicago, IL: University of Chicago Press.

    Book  Google Scholar 

  • Bernstein, B. (1971). Class, codes and control. London, UK: Routledge.

    Book  Google Scholar 

  • Bialostok, S., & Kamberelis, G. (2012). The play of risk, affect, and the enterprising self in a fourth-grade classroom. International Journal of Qualitative Studies in Education, 25, 417–434.

    Article  Google Scholar 

  • Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199–210.

    Article  Google Scholar 

  • Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199–231.

    Article  Google Scholar 

  • Boyles, D. (2005). Schools or markets? Commercialism, pirvatization, and school-business relationships. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Briscoe, F. M. (2012). Anarchist, neoliberal, & democratic decision-making: Deepening the joy in learning and teaching. Educational Studies, 48, 76–102.

    Article  Google Scholar 

  • Burbules, N. C., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T. S. Popkewitz & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowledge and politics (pp. 45–65). New York, NY: Routledge.

    Google Scholar 

  • Clarke, J. (2005). New labour’s citizens: activated, empowered, responsibilized, abandoned? Critical Social Policy, 25, 447–463.

    Article  Google Scholar 

  • Cleary, T., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41, 537–550.

    Article  Google Scholar 

  • Corcoran, T. (2009). Second nature. British Journal of Social Psychology, 48, 375–388.

    Article  Google Scholar 

  • Corcoran, T. (2012). Health inclusive education. International Journal of Inclusive Education, 16, 1033–1046.

    Article  Google Scholar 

  • Cushman, P. (1990). Why the self is empty: Toward a historically situated psychology. American Psychologist, 45, 599–611.

    Article  Google Scholar 

  • Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20, 247–259.

    Article  Google Scholar 

  • Dewey, J. (2004). Democracy and education (Originally published in 1916). Mineola, NY: Courier Dover Publications.

    Google Scholar 

  • Du Bois, N. F., & Staley, R. K. (1997). A self-regulated learning approach to teaching educational psychology. Educational Psychology Review, 9, 171–197.

    Google Scholar 

  • Dweck, C. (2009). Who will the 21st-century learners be? Knowledge Quest, 38, 8–9.

    Google Scholar 

  • Ellis, C., & Folley, S. (2010). Using student assessment choice and e-assessment to achieve self- regulated learning. In G. Dettori & D. Persico (Eds.), Fostering self-regulated learning through ict (pp. 89–104). Hershey, PA: Information Science Reference.

    Chapter  Google Scholar 

  • Fitzsimons, P. (2011). Governing the self: A Foucauldian critique of managerialism in education. New York, NY: Peter Lang.

    Google Scholar 

  • Foucault, M. (2008). In G. Burchell (Trans.), The birth of biopolitics: Lectures at the collège de France, 1978–1979. New York, NY: Palgrave Macmillan.

    Chapter  Google Scholar 

  • Freire, P. (1987). Education for critical consciousness. New York, NY: Continuum.

    Google Scholar 

  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum.

    Google Scholar 

  • Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York, NY: Routledge.

    Google Scholar 

  • Gergen, K. J. (2009). Relational being: Beyond self and community. New York, NY: Oxford University Press.

    Google Scholar 

  • Goodman, G. (in volume). School sucks! Deconstructing Taylorist obsessions. In T. Corcoran’s (Ed.), Psychology in education: Critical theory~practice. Rotterdam, NL: Sense.

    Google Scholar 

  • Gorlewski, J. (2011). Power, resistance, and literacy: Writing for social justice. Charlotte, NC: Information Age Publication.

    Google Scholar 

  • Harvey, D. (1990). The condition of postmodernity. Cambridge, MA: Blackwell Publishers Inc.

    Google Scholar 

  • Harvey, D. (2007). A brief history of neoliberalism. Cambridge, MA: Oxford University Press.

    Google Scholar 

  • Hermans, H. J. (2001). The dialogical self: Toward a theory of personal and cultural positioning. Culture & Psychology, 7, 243–281.

    Article  Google Scholar 

  • Hilgers, M. (2013). Embodying neoliberalism: Thoughts and responses to critics. Social Anthropology, 21, 75–89.

    Article  Google Scholar 

  • Housand, A., & Reis, S. M. (2008). Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, 20, 108–136.

    Google Scholar 

  • Hursh, D. (2000). Neoliberalism and the control of teachers, students, and learning: The rise of standards, standardization, and accountability. Cultural Logic, 4.

    Google Scholar 

  • Järvelä, S. (2011). How does help seeking help? – New prospects in a variety of contexts. Learning and Instruction, 21, 297–299.

    Article  Google Scholar 

  • Jerald, C. D. (2009).Defining a 21st century education (pp. 1–71). The Center for Public Education. Retrieved January 2013, from http://www.cfsd16.org/public/_century/pdf/Defininga21stCenturyEducation_Jerald_2009.pdf

  • Johnson, A. W. (2013). Turnaround as shock therapy race, neoliberalism, and school reform. Urban Education, 48, 232–256.

    Article  Google Scholar 

  • Journell, W. (2011). Teaching the 2008 Presidential Election at three demographically diverse schools: An exercise in neoliberal governmentality. Educational Studies, 47, 133–159.

    Article  Google Scholar 

  • Kitsantis, A., & Zimmerman, B. J. (2006). Enhancing self-regulation of practice: The influence of graphing and self-evaluative standards. Metacognition and Learning, 1, 201–212.

    Article  Google Scholar 

  • Lakes, R. D., & Carter, P. A. (2011). Neoliberalism and education: An introduction. Educational Studies, 47, 107–110.

    Article  Google Scholar 

  • Lipman, M. (1985). Thinking skills fostered by philosophy for children. Thinking and Learning Skills, 1, 83–108.

    Google Scholar 

  • Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39, 135–145.

    Article  Google Scholar 

  • Martin, J. (2007). The selves of educational psychology: Conceptions, contexts, and critical considerations. Educational Psychologist, 42, 79–89.

    Article  Google Scholar 

  • Martin, J., & McLellan, A. (2013). The education of selves: How psychology transformed students. New York, NY: Oxford University Press.

    Book  Google Scholar 

  • Martin, J., & Sugarman, J. (2001). Is the self a kind of understanding? Journal for the Theory of Social Behaviour, 31, 103–114.

    Article  Google Scholar 

  • Marzano, R. J., & Heflebower, T. (2012). Teaching & assessing 21st century skills. The classroom strategies series. Bloomington, IN: Marzano Research Laboratory.

    Google Scholar 

  • Matusov, E. (2011). Imagining no child left behind freed from neoliberal hijackers. Democracy and Education, 19, 1–8.

    Google Scholar 

  • McCaslin, M., Bozack, A. R., Napolean, L., Thomas, A., Vasquez, V., Wayman, V., & Zhang, J. (2006). Self-regulated learning and classroom management: Theory, research and considerations for classroom practice. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 232–252). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • McInerney, D. M. (2011). Culture and self-regulation in educational contexts: Assessing the relationship of cultural group to self-regulation. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 442–464). New York, NY: Routledge.

    Google Scholar 

  • Mishra, P., Fahnoe, C., Henriksen, D., & Deep-Play Research Group. (2013). Creativity, self-directed learning and the architecture of technology rich environments. TechTrends, 57, 10–13.

    Google Scholar 

  • Organization for Economic Development. (2005). The definition and selection of key competencies: Executive summary. Retrieved January 2013, from http://www.oecd.org/pisa/35070367.pdf

  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89–101.

    Article  Google Scholar 

  • Perry, N., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37, 5–15.

    Article  Google Scholar 

  • Peters, M. A. (2001). Poststructuralism, marxism, and neoliberalism: Between theory and politics. Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Read, J. (2009). A genealogy of homo-economicus: Neoliberalism and the production of subjectivity. Foucault Studies, 6, 25–36.

    Google Scholar 

  • Rose, N. (1998). Inventing our selves: Psychology, power, and personhood. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Saltman, K. J. (2006). The right-wing attack on critical and public education in the United States: From neoliberalism to neoconservativism. Cultural Politics, 3, 339–358.

    Article  Google Scholar 

  • Schmidt, J. (2000). Disciplined minds: A critical look at salaried professionals and the soul-battering system that shapes their lives. Rowman & Littlefield Publishers Incorporated.

    Google Scholar 

  • Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Sugarman, J., & Martin, J. (2010). Agentive hermeneutics. In S. Kirschner & J. Martin (Eds.), The sociocultural turn in psychology: Contemporary perspectives on the contextual emergence of mind and self (pp. 159–179). New York, NY: Columbia University Press.

    Google Scholar 

  • Sugarman, J. (2009). Historical ontology and psychological description. Journal of Theoretical and Philosophical Psychology, 29, 5–15.

    Article  Google Scholar 

  • Sugarman, J. (in volume). Neo Foucaultian approaches to critical inquiry in the psychology of education. In T. Corcoran’s (Ed.), Psychology in education: Critical theory~practice. Rotterdam, NL: Sense.

    Google Scholar 

  • Taylor, F. W. (1914). The principles of scientific management. New York, NY: Harper & Brothers Publishers.

    Google Scholar 

  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Vassallo, S. (2011). Implications of institutionalizing self-regulated learning: An analysis from four sociological perspectives. Educational Studies, 47, 26–49.

    Article  Google Scholar 

  • Vassallo, S. (2013). Self-regulated learning: An application of critical educational psychology. New York, NY: Peter Lang.

    Google Scholar 

  • Walkerdine, V. (2003). Reclassifying upward mobility: Femininity and the neo-liberal subject. Gender and Education, 15, 237–248.

    Article  Google Scholar 

  • Wang, M., Peng, J., Cheng, B., Zhou, H., & Liu, J. (2011). Knowledge visualization for self-regulated learning. Journal of Educational Technology & Society, 14, 28–42.

    Google Scholar 

  • Wolters, C. A. (2010). Self-regulated learning and the 21st century competencies. The William and Flora Hewlett Foundation. Retrieved November 2012, from http://www.hewlett.org/library/granteepublication/self-regulated-learning-and-21st-century-competencies

  • Yowell, C. M., & Smylie, M. A. (1999). Self-regulation in democratic communities. The Elementary School Journal, 99, 49–490.

    Article  Google Scholar 

  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. E. Boekaerts, P. R. Pintrich, & M. E. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41, 64–70.

    Article  Google Scholar 

  • Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, Teaching and Health, American University, United States

    Stephen Vassallo

Authors
  1. Stephen Vassallo
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. The Victoria Institute, Victoria University, Melbourne, Australia

    Tim Corcoran

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Sense Publishers

About this chapter

Cite this chapter

Vassallo, S. (2014). The Entanglement of Thinking and Learning Skills in Neoliberal Discourse. In: Corcoran, T. (eds) Psychology in Education. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-566-3_10

Download citation

Publish with us

Policies and ethics

Search

Navigation