'Neoliberal spatial technologies': on the practices of educational policy change

This paper explores the spatial dimensions of neoliberalism, in relation to educational policy change in the inner-city of Sydney, Australia. It offers a response to Peck and Tickell's challenge that studies of neoliberalism are often undertaken as discrete macro- or micro-analyses without atte...

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Published inCritical studies in education Vol. 48; no. 2; pp. 179 - 195
Main Author Gulson, Kalervo N.
Format Journal Article
LanguageEnglish
Published Taylor & Francis 01.09.2007
Routledge
Subjects
Aboriginal education
Australia
Education
Educational Change
Educational Policy
Foreign Countries
Governmentality
Indigenous Populations
Inner city
Liberalism
Neoliberal
Neoliberalism
Policy
Policy formation
Political Attitudes
Redfern (NSW)
Space
Spatial context
Sydney
Urban Education
Australia
New South Wales
Sydney (NSW)
Online AccessGet full text
ISSN1750-8487
1750-8495
DOI10.1080/17508480701494226

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Summary:This paper explores the spatial dimensions of neoliberalism, in relation to educational policy change in the inner-city of Sydney, Australia. It offers a response to Peck and Tickell's challenge that studies of neoliberalism are often undertaken as discrete macro- or micro-analyses without attention to the links between, and across, these scales. The paper posits the notion of 'neoliberal spatial technologies', a bricolage of neoliberalism, governmentality and relational space, to contribute to cross-scalar understandings of neoliberalism in relation to inner-city educational policy change. An adumbrated analysis is presented of the practices surrounding the outcome of educational policy change in inner-Sydney. The paper concludes that these practices, drawing on discourses of neoliberalism and relational space, constitute particular students as possible neoliberal educational subjects.
Bibliography:Refereed article. Includes bibliographical references.
Critical Studies in Education; v.48 n.2 p.179-195; September 2007
Critical Studies in Education, v.48, no.2, Sept 2007: (179)-195
ISSN:1750-8487
1750-8495
DOI:10.1080/17508480701494226