Abstract
Understanding and analyzing neoliberal globalization involves an accurate set of critical hermeneutical processes that dig extensively into the very marrow of the cultural, economic, and political origins of these policies (Sousa Santos, 2005). Neoliberal globalization—in its multiplicity of forms—did (and is) not happening) in a social vacuum. Actually, “it is precisely in its oppression of non-market forces that we see how neoliberalism operates not only as an economic system, but as apolitical and cultural system as well” (McChesney, 1999, p. 7; Olssen, 2004), a factor that creates endless intricate tensions between cultural homogenization and cultural heterogenization (Appadurai, 1996). Thus, accurately examining the forms of neoliberal globalization implies a cautious consideration of the emergence of Reaganism-Bushism and Thatcherism-Majorism in the United States and England, respectively (Sousa Santos, 2005). These ideologies and their associated policies were responsible for the origins of a cultural revolution that, among other issues, initiated a feverish and frenetic attack, not simply on the Welfare State and its apparatuses, but on the very idea behind it, highlighting the market not only as a solution but as the only one. The 1980s will be known as the “Reagan decade” (House, 1998, p. 18), or as a period that witnessed a conservative “right turn” that renounced the commonsense meanings of the particular central social concepts that underpin a just society (Hall, 1988).
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Paraskeva, J.M. (2010). Hijacking Public Schooling: The Epicenter of Neo-Radical Centrism. In: Macrine, S., McLaren, P., Hill, D. (eds) Revolutionizing Pedagogy. Marxism and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230104709_8
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