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Rethinking care in education = performativity and exclusion in the era of neoliberal schooling /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Rethinking care in education/ by Babak Dadvand.
Reminder of title:	performativity and exclusion in the era of neoliberal schooling /
Author:	Dadvand, Babak.
Published:	Singapore :Springer Nature Singapore : : 2024.,
Description:	xix, 126 p. :ill., digital ;24 cm.
[NT 15003449]:	Care and Exclusion in the Era of Neoliberalism -- Growing Inequalities and the Neoliberal Subjects -- The Great Education Divide -- The Transformation of Care in Performative Times -- Discipline and Perform: Schooling the Expectations -- Excellence and Equity in the Era of Performative Schooling -- An Alternative Approach to Care -- Rethinking Care in Education.
Contained By:	Springer Nature eBook
Subject:	Education - Political aspects. -
Online resource:	https://doi.org/10.1007/978-981-96-0309-1
ISBN:	9789819603091

Rethinking care in education = performativity and exclusion in the era of neoliberal schooling /
Dadvand, Babak.

Rethinking care in educationperformativity and exclusion in the era of neoliberal schooling /[electronic resource] :by Babak Dadvand. - Singapore :Springer Nature Singapore :2024. - xix, 126 p. :ill., digital ;24 cm.

Care and Exclusion in the Era of Neoliberalism -- Growing Inequalities and the Neoliberal Subjects -- The Great Education Divide -- The Transformation of Care in Performative Times -- Discipline and Perform: Schooling the Expectations -- Excellence and Equity in the Era of Performative Schooling -- An Alternative Approach to Care -- Rethinking Care in Education.

This book examines some of the most pressing challenges facing care, equity, and inclusion in education in the age of globalising neoliberal capitalism. Drawing on empirical data collected using a case study of a government secondary school in a low socio-economic status suburb in Melbourne, Australia, this book interrogates the impacts of dominant performative policies and practices on students who have more complex needs, or are from socio-economically marginalised backgrounds. It reviews these policies and practices, which are increasingly driven by the discourses of learning achievement and outcomes measured via high-stakes testing. This book examines how these developments have created (in)visible geographies of exclusion for marginalised students in mainstream schools. It uses notions of belonging, ethics of care and emotional labour as theoretical tools to provide critical analyses of the practices that differentiate and divide among students. This book's narrative approach is built around recounting 'deep stories' of the participants, their dilemmas and predicaments; it synthesises intimate narrative accounts with research-informed analysis and discussions.

ISBN: 9789819603091

Standard No.: 10.1007/978-981-96-0309-1doiSubjects--Topical Terms:

530740
Education
--Political aspects.

LC Class. No.: LC71 / .D338 2024

Dewey Class. No.: 379

Rethinking care in education = performativity and exclusion in the era of neoliberal schooling /
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505 0 $a Care and Exclusion in the Era of Neoliberalism -- Growing Inequalities and the Neoliberal Subjects -- The Great Education Divide -- The Transformation of Care in Performative Times -- Discipline and Perform: Schooling the Expectations -- Excellence and Equity in the Era of Performative Schooling -- An Alternative Approach to Care -- Rethinking Care in Education.
520 $a This book examines some of the most pressing challenges facing care, equity, and inclusion in education in the age of globalising neoliberal capitalism. Drawing on empirical data collected using a case study of a government secondary school in a low socio-economic status suburb in Melbourne, Australia, this book interrogates the impacts of dominant performative policies and practices on students who have more complex needs, or are from socio-economically marginalised backgrounds. It reviews these policies and practices, which are increasingly driven by the discourses of learning achievement and outcomes measured via high-stakes testing. This book examines how these developments have created (in)visible geographies of exclusion for marginalised students in mainstream schools. It uses notions of belonging, ethics of care and emotional labour as theoretical tools to provide critical analyses of the practices that differentiate and divide among students. This book's narrative approach is built around recounting 'deep stories' of the participants, their dilemmas and predicaments; it synthesises intimate narrative accounts with research-informed analysis and discussions.
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