Abstract
ABSTRACT This paper takes on the recent surge of neuroscience in global education policy and argues that the concept of neuroliberalism provides an insightful perspective through which to understand and critically analyze the contemporary mobilization of neurosciences within education. In particular, the paper unpacks the notion of neuroliberal governance as a context for examining emerging forms of behavioral government in education, and proposes a critical framework to enhance a research agenda on the implications of neuroliberalism in education policy and practice. The discussion explores the challenges for education scholars engaged in research and analysis that aims to bring the consequences of neuroliberal governance into view. In its account of what a critical neuroliberal framework might offer, the paper suggests that analyzing the ethical and political implications of neuroliberal governance in education is essential for unpacking the policy enthusiasm for neuroscience and its global reach.
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