Abstract
Our previous chapters have treated neo-liberalism as a design for a new kind of education, which has had significant, and contested, effects on institutions, practices and subjectivities. As Gramsci suggested long ago, for programmes of this sort to succeed, they must contain not only the element of design, but also a capacity for what can broadly be called persuasion. Persuasion entails the deployment of meaning-making resources, through which the world can be described, explained and evaluated. It also requires the establishment of material situations (for instance, quasi-markets) in which a particular logic of action pertains, such that the activities that seem to be safest and most productive for people to follow within the situations, are those that match a system of constraints and incentives that is ‘wired into’ them.
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Notes
Massimo Bontempelli, L’agonia della scuola italiana (Pistoia: Editric CRT, 2000);
Lucio Russo, Segmenti e Bastonici Dove sta andando la scuola? (Milan: Feltrinelli, 1998).
Slavoj Zizek, ‘The Two Totalitarianisms’, London Review of Books 27.6, 17 March 2005, p. 16.
See the account in Ken Jones, Education in Britain (Cambridge: Polity Press, 2003).
J-C Milner, De l’école (Paris: Editions du Seuil, 1984).
Department for Education and Employment, Schools Building on Success (London: Stationery Office, 2001) pp. 4–5.
Agnès van Zanten, Un libéralisme éducatif sans frontières in van Zanten ed. 2000.
Department for Education and Skills/Department of Culture, Media and Sport All Our Futures: creativity, culture and education (London: The Stationery Office, 1999). See also
L. Cillario’s work on ‘cognitive capitalism’ L’economia degli spettri (Rome: Manifesto Libri, 1996).
Mary James, ‘Measured Lives: the rise of assessment as the engine of change in English schools’, The Curriculum Journal 11.3, pp. 343–64, 2000.
Jenny Ozga, Measuring and Managing Performance in Education, Briefing No. 27 (Edinburgh: Centre for Educational Sociology Edinburgh University, 2003) p. 1.
OECD, Reviews of National Policies for Education: Italy (Paris: OECD, 1998) p. 77.
S. Lindblad, J. Ozga and E. Zambeta, ‘Changing Forms of Educational Governance in Europe’, European Educational Research Journal 1.4, pp. 615–24, 2002.
Mike Savage, A New Class Paradigm? British Journal of Sociology of Education 24.4, pp. 535–41, p. 536, September 2003.
See the discussion in Paul Ginsborg, Italy and Its Discontents (London: Allen Lane, 2001) pp. 97–100.
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© 2008 Ken Jones, Chomin Cunchillos, Richard Hatcher, Nico Hirtt, Rosalind Innes, Samuel Johsua and Jürgen Klausenitzer on behalf of the Colectivo Baltasar Gracián
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Jones, K. et al. (2008). Symbolic Worlds. In: Schooling in Western Europe. Palgrave Macmillan, London. https://doi.org/10.1057/9780230579934_7
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DOI: https://doi.org/10.1057/9780230579934_7
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