期刊名称：Encounters in Theory and History of Education
印刷版ISSN：1925-8992
出版年度：2014
卷号：15
期号：0
页码：23-41
语种：English
出版社：Fueen's University
摘要：Throughout the second half of the twentieth century – from the years of the Fordist welfare state to those of the post-Fordist neo-liberal order – educational systems in the West have fostered ambitious schemes promoting wide-ranging ‘progressive change.’ Equally ambitious Marxist critiques have targeted education’s regulatory role within the capitalist system. In the early twenty-first century, as privatization and the radical subordination of educational aims and objectives to the demands of capital (‘neo-liberalism’) become unavoidable topics of educational debate, resistance to such neoliberal projects demands a rigorous reconnaissance of the achievements and limitations of radical educational thought. After canvassing major critics of mainstream schooling inside North America and beyond, we suggest that a radical retrieval of the insights of C. B. Macpherson and especially Antonio Gramsci can move us far beyond both reductionist Marxism and unreflective liberalism. We take a third position – embodying an individualist and collective pedagogy – in which the much-maligned ‘liberal arts’ stand against ‘possessive individualist’ education reform. DOI: http://dx.doi.org/10.15572/ENCO2014.02
关键词：Marxism;liberalism;democracy;educational history;education reform;educational studies;liberal arts;hegemony;postwar history, contemporary history;Marxismo;liberalismo;democracia;historia de la educación, reforma educativa, estudios educativos;artes liberales, hegemonía, historia de la postguerra, historia contemporánea;Marxisme, libéralisme, démocratie, histoire de l’éducation, réforme de l’éducation, les études éducatives, les sciences humaines, l’hégémonie, l’histoire d’après-guerre, l’histoire contemporaine.
