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- W4282967901 abstract "Humanity is facing myriad harms to wellbeing of individuals, societies, and environments. Augmented by the current COVID-19 pandemic, for example, surveillance systems across an ever-expanding Internet-of-things threaten our privacy and subjectivities. Placing humanity and other beings on a “precipice,” moreover, are threats from climate disruptions, species losses, and nuclear weaponry. Although causes of such harms are complex, it seems clear that pro-capitalist individuals and groups are largely culpable. Particularly in the neoliberal age (c. 1970 onward), although experiencing various crises, capitalism has typically survived and, in doing so, morphed into different forms – including authoritarian, progressive, rentier, and social welfare variants – and managed to assimilate innumerable (a)biotic entities into a highly global dispositif prioritizing wealth concentration by few, regardless of surrounding harms. Given key instrumental roles in such injustices played by fields of science and technology, their educational counterparts may offer considerable hopes for shifts toward more just and ecologically-sustainable – perhaps ecosocialist – societies. In this illustrative polemic mainly critiquing purported “progressive” neoliberal forms, science and technology education that prioritize features like direct instruction about apparently problematic capitalist hegemony, empowerment, and motivation for active sociopolitical civic engagement and localization of being and doing are critically defended." @default.
- W4282967901 created "2022-06-17" @default.
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- W4282967901 date "2022-06-15" @default.
- W4282967901 modified "2023-10-16" @default.
- W4282967901 title "Progressive Neoliberalism and the Poverty of the Educational Imaginary" @default.
- W4282967901 doi "https://doi.org/10.4324/9781003224013-3" @default.
- W4282967901 hasPublicationYear "2022" @default.
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