Blum & Ullman (2012). The globalization and corporatization of education.

Blum, D., & Ullman, C. (2012). The globalization and corporatization of education: the limits and liminality of the market mantra. International Journal of Qualitative Studies in Education, 25(4), 367–373.

[Token social supports …]

“… educational and healthcare benefits that benefit working-class people. … its goal was to push the possibility of violent revolution into a permanently blurry future time frame.” (p 368)

“Education, or ‘lifelong learning’ became essential to the creation of the neoliberal subject, leading to the notion that ‘the most worthy citizen is a flexible homo economicus’ (Ong 2003, 9).” (p 368)

“… in neoliberal societies, ‘there is nothing distinctive or special about education or health; they are services and products like any other, to be traded in the marketplace’ (Peters 1999, 2). … The emphasis is less on community and equity, and rather more on individual advancement and the need to satisfy investors and influential consumers.” (p 368)

“… the encroachment on the public good by private and special interests takes us further away from a participatory democracy.” (p 368)

“Schools and colleges have, for example, become sites for branding and the targets of corporate expansion.” (p 368)

“… the effects of the neoliberal market mantra that education must be rebranded into a marketable product
to be consumed by individuals. … liminal subjects … to resolve the mystery of how globally inspired paradigms and policies mix with locally defined structures and cultures.” (p 369)

[“Institutionalized schooling practices”]

“In assessing globalization’s true relationship to educational change, we need to know how globalization and its ideological packaging affect the overall delivery of schooling” (p 369)

“… standardized testing to gauge academic achievement and teacher quality, along with the weakening of [page break] teacher unions (Weiner 2007), as neoliberal techniques that have wrought fundamental changes to the way schools of education prepare professional educators.” (p 369-370)

“Baltodono argues that university faculty must become more conscious of neoliberalism in higher education, and she proposes that we create alliances with parents, unions, and grassroots organizations to stop the demise of public education.” (p 370)

[“Non-formal educational practices and the role of languages and identities”]

“Issues of language variety and language choice have become central to determining who belongs to the nation and who does not, which brings questions of identity to the fore. … constructing the right kind of identity and using the right kind of language to do it are primary preoccupations for contemporary citizens.” (p 370)

“… Foucault termed ‘technologies of the self’ (Martin, Gutman, and Hutton 1988), the process of internalizing social norms that produce particular kinds of citizens. … This process happens in non-formal educational settings, and can be accomplished through popular books, media, and non-governmental organizations (NGOs).” (p 370)

“The development of new, flexible workers who are self-regulating, and who continually re-educate themselves to meet the demands of the marketplace is the foundation of neoliberalism. … [page break] … English-language voluntourism in the Global South … codeswitching … ” (p 370-371)

“Refracted through this hyperglobalist lens, English language skills alone become the proposed solution to a myriad of complex, structural problems in the Global South.” (p 371)

“Indigenous people have been encouraged to use their native dialects in creating this music, and they also use hip hop as a means to protest neoliberal policies and assert Indigenous identities. … ‘education as cultural action of freedom’ (Freire 2000, 7).” (p 371)

“The neoliberal imposition threatens the sustainability of democracy.” (p 372)

“Our educational institutions have become reterritorialized with business-driven imperatives that legitimize the symbolic capital of entrepreneurial and individualized selves. … worldwide economic problems have little to do with the school-based preparation of human capital, but instead are deeply tied to the limits of market capitalism.” (p 372)

Selected References

  • Freire, Paulo. 2000. Cultural action for freedom. Cambridge, MA: Harvard Education
  • Martin, Luther H., Huck Gutman, and Patrick H. Hutton. 1988. Technologies of the self: A
    seminar with Michel Foucault. Amherst, MA: University of Massachusetts Press.
  • Ong, Aiwa. 2003. Buddha is hiding: Refugees, citizenship, and the new America. Berkeley,
    CA: University of California Press.
  • Peters, Michael. 1999. Neoliberalism. The encyclopedia of philosophy of education. http://
  • Weiner, L. 2007. A lethal threat to U.S. teacher education. Journal of Teacher Education 58,
    no. 4: 274–86.
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