Neoliberal Discourse Research Articles

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You must know what you want. Children and the issue of consent in a Swedish educational television series. In this article, constructions of consent are analysed within a Swedish educational television series aimed at primary school pupils. Utilizing critical discourse analysis, two discourses within the program series are identified and examined: a juridical and a neoliberal discourse. Additionally, the study analyses how discourses are expressed and reinforced through e.g. different modalities. Among the study’s most significant findings is that consent is presented as something relatively simple. In relation to consent, responsibility is portrayed as a complex practice where the child is constructed in multiple ways. Thus, the child is portrayed as both a competent and responsible subject, and a subject in need of the adult’s assistance and protection.

Risking delay: the storylines of (bioenergy with) carbon capture and storage in Swedish parliamentary discourse

Carbon Capture and Storage (CCS), along with Bioenergy with Carbon Capture and Storage (BECCS), feature heavily in climate mitigation scenarios. Nevertheless, the technologies remain controversial within the broader mitigation discourse, in part for their potential to excuse delay in more ambitious emissions reductions in the short term. Sweden has included BECCS and CCS as proposed “supplementary measures” to enable the country to meet its ambitious target of achieving net negative emissions by 2045. Hajer’s Argumentative Approach to Discourse Analysis is applied to Swedish parliamentary speeches, motions, and written questions and answers, to uncover the storylines and attendant assumptions constituting Swedish policy deliberation regarding CCS and BECCS. This study finds that by problematizing climate change as an issue of emissions, actors position CCS and BECCS within a dominant neoliberal discourse and characterize them as tools to facilitate a green transition centering on industrial and economic competitiveness. This discourse lacks detail, and risks delay by oversimplifying the needs and requirements for CCS and BECCS deployment. Meanwhile, a CCS-critical discourse acknowledges the need for negative emissions but challenges storylines portraying the technology as inexpensive or easy to deploy rapidly. If pursued, this discourse could serve to sharpen the debate about the technologies and bring planning in line with aspirations, helping to avert risks of delay.

The Fashioning of the Homo Economicus (Economic Citizen): Reflections on Migration and Integration

ABSTRACT This paper critically explores what is meant by integration and the expectations that come with it, and how the ‘right’ kind of economic citizen (homo economicus – defined as the subject of neoliberalism) gets produced through social work practice with immigrants. Specifically, this paper engages in critical reflection on a participant's narrative that is derived from a larger study by probing the expansion of immigrant selection in Canada, the policy of multiculturalism as Canada's most recognized policy as it pertains to integration, and how they coalesce and shape settlement work with immigrants. This paper concludes with a discussion on how to begin to address concerns that surround social work practice with immigrants by way of (a) critical interrogation of neoliberal discourse especially how the interlocking architecture of individualism and capitalism have developed to shape how social workers are positioned and newcomers are constructed (i.e. made into a neoliberal subject); (b) how this could promote the discourse of integration through practice that is embued in discourses of pathology; and (c) how to incorporate social work interventions that are policy related and situated at a macro-systems level.

The travelling and embedding of discourses on quality in early childhood education and care

ABSTRACT The present article is a meta-ethnographic analysis of 15 first-order ethnographic studies with a focus on quality in early childhood education and care (ECEC). The aim of the study is to investigate how neoliberal policy discourses on quality in early childhood education and care travel between global and local contexts and how they become embedded in local preschool practices. Central concepts in the analysis are institutional strategic responses, social reproduction and change in relation to how neoliberal discourses on quality become embedded in local preschool practices. The findings show how neoliberal policy discourses on quality are transformed and embedded in local preschool practices with different results and responses. The analysis uncovers five strategic, institutional responses: Acquiescence, Avoidance, Manipulation, Compromise, and Defiance. Acquiescence and Avoidance show patterns of social reproduction and Manipulation, Compromise, and Defiance reveals a potential opportunity for social change.

NEOLIBERAL COLONIZATION OF EDUCATION AND LANGUAGE POLICIES IN MOROCCO: AN INTERDISCURSIVE ANALYSIS

In the contemporary educational milieu, the conspicuous sway of 'neoliberal reason' is unmistakable. It is undeniable that neoliberalism increasingly shapes global as well as national educational systems. Morocco, driven by legitimate economic aspirations, has not been immune to the infiltration of neoliberal ideologies into its educational discourse. Based on qualitative data, this study posits that neoliberal discourse has effectively 'colonized' Moroccan educational and linguistic policies and has succeeded to a large extent in making them align with dominant neoliberal market principles. Employing corpus-assisted critical discourse analysis (CACDA), the paper examines the interdiscursive relationships between neoliberalism and the official educational and linguistic policies in the Moroccan context. The findings showed that the neoliberal discourse in Morocco commodified education, perpetuated linguistic hierarchies favouring foreign languages, and subtly advanced a covert vocationalization policy as evident in more recent educational reforms. Based on these results, this study draws attention to the profound influence of neoliberalism in reshaping the educational agenda within the Moroccan education system and highlights some of the systemic inequalities resulting therefrom.

Liberalism all the way down?

This paper analyses adult education for sustainable development policies, examining their dominant discursive orientations – neoliberal, liberal, and critical – across global, EU, and national levels. Focusing on Slovenia and its transnational policy influences in this field, it highlights a prevalent interplay of liberal and neoliberal discursive orientations alongside a comparatively limited presence of critical discourse. At the global level, the United Nations’ influence emphasises liberal discourse aligned with Sustainable Development Goals (SDGs), while the European Union policies exhibit a predominant neoliberal discourse, further solidified at the national level, particularly in more recent Slovenian policies. A prevalent interplay of neoliberal and liberal discourses characterises Slovenian adult education for sustainable development policies, reflecting the substantial influence of transnational actors.

Unanticipated outcomes of an occupational rehabilitation group on low-SES ultra-Orthodox women’s self-concept

ABSTRACT This longitudinal ethnographic study examines the development of the occupational self-concept of low socioeconomic status ultra-Orthodox women participating in a government-sponsored program to promote integration into the workforce. We followed participants for 18 months to learn about their experience and its effects, using group observations, in-depth interviews, and document analysis. The findings revealed central elements of the intercultural encounter of ultra-Orthodox women with a neoliberal organization. A year after the program’s conclusion, the participants unexpectedly underwent occupational regression, intensifying their commitment to their roles in the home arena rather than achieving the declared goal of occupational integration. The process led the women to embrace a self-concept resonating with the neoliberal characteristics presented in the program but applying it in the home and not the occupational space. This article suggests that neoliberal discourse, with its Western, secular, and class origins, left participants with a self-concept incompatible with the collective self characterizing their culture. We emphasize the importance of incorporating culturally sensitive practices for occupational rehabilitation which consider the potential conflict between the hegemonic discourse (represented by the organizations) and the program participants (minority groups from diverse cultural backgrounds).

Cutting the Gordian knot of the education ‘crisis’ with teacher testing. A blunt instrument that crushes marginalised pre-service teachers

ABSTRACT This paper offers a brief yet evocative glimpse into marginalised pre-service teachers’ (PST) experiences of teacher testing in Australia’s High-stakes Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). Utilising Critical Disability Theory (CDT)in particular, Goodley’s (2016) concept of neoliberal-ableism, we problematise teacher testing as a gatekeeping tool for students undertaking teacher education. The article highlights how neoliberal education policies in Australia have disempowered and turned away talented and empathetic future teachers. By illuminating their embodied experiences of stress and anxiety, we interrogate neoliberal discourses of power and how teacher testing is used as a blunt instrument to solve complex problems and funnel public funding to private corporations. As part of a larger longitudinal research project, we offer four narrative portraits giving voice to vulnerable PSTs who have become unwitting victims of the high-stakes test juggernaut. This article focuses on five emergent themes from the research: (a) the embodied impact of stress and anxiety on test-takers, (b) withholding of information regarding testing processes and support, (c) the lack of differentiation available to PSTs (d) impacts of edu-businesses and the business of education on vulnerable participants and (e) a passion for differentiation.

Anti-Feminism and Self-Improvement: Hegemonic Femininity in the Manosphere

The Red Pill adherents believe “feminist doctrines” in society deprive men and women of being their natural selves, disrupting heterosexual relationships in consequence. Research on manosphere groups generally focuses on men’s involvement, but women participate in these movements too. One such form of participation is the RedPillWomen subreddit (“r/RPW” in reddit jargon). Hegemonic femininity remains an understudied component of the manosphere. Using a qualitative critical thematic analysis, 127 texts are analyzed to establish what constitutes hegemonic femininity on the r/RPW according to moderators and how this is enacted and maintained by Subreddit members. It is found that moderator texts use discourses of evolutionary psychology, neoliberalism, and anti-feminism to construct a local postfeminist femininity that is both subordinate to men as well as highly entrepreneurial. Subreddit-member posts showed how this femininity is enacted and maintained, demonstrating the responsibility women feel in transforming both the physical and psychological. Peer-surveillance served to reach consent on group norms, correct those who deviate from these norms, and create boundaries between RedPillWomen and other women. This research demonstrated how postfeminist sensibilities in the manosphere shape the articulation of various local hegemonic femininities that both contrast and parallel each other.

Master Narratives: Ideology Embedded and Embodied

While I agree with most of Maiese and Hanna’s (2019) claims in The Mind-Body Politic, I argue that it is possible to offer a fuller explanation of the effects of ideologies and how they are implemented by adopting a narrative analysis to examine the role that narratives play in shaping the social and material conditions of institutions, and individuals’ cognitive habits and affective frames. A narrative analysis maintains that much of our perceptions of and experiences in the world are shaped by the synthesis of conceptual and affective knowledge that we encounter in socio-cultural narratives. Socio-cultural narratives are understood here as narratives that establish, shape, and reinforce cultural beliefs and practices or societal social structures, process, and organizations. By utilizing a narrative analysis we can then employ an additional methodology to examine and understand how we, as individuals, develop and change our particular embodied habits and affective framing patterns. I show how this can be done by focusing on, and expanding upon, Maiese and Hanna’s discussion of neoliberalism and the backfire effect, where individuals resist changes to their affective framing patterns and habitual ways of being in the world.

Where global discourses meet local realities: the case of scholarly publishing in Sinhala [Sāhityaya

Abstract Scholarly publishing in the Sinhala language (the language of the numerical majority in Sri Lanka) has “mushroomed” in the recent past. However, this rapid growth – fueled by instrumental professional needs, the mainstreaming of a metrics-based culture in the university system, and neo-liberal discourses about measurable academic productivity – we argue is of little intellectual consequence. We trace a history of how a vibrant Sinhala-language public culture emerged in the nineteenth and early twentieth centuries within a larger history of decolonization; how this public culture became institutionalized within the postcolonial state from the late 1940s; and how Sinhala language publishing lost its state patronage in the 1980s with neo-liberalization which ironically created space for radical Sinhala-language intellectual debate. We conclude by contrasting this history with the present where Sinhala scholarly publishing has become banal and faces an existential threat from the “return” of English due to neo-liberal market forces.

Neoliberalism in South African higher education language policy: A decolonial perspective

The global spread and hegemony of English as a medium of teaching, learning and research has come to be closely associated with neoliberalisation of higher education in the universities across the world, and has negatively impacted on epistemic issues, especially in Global South universities. No permanent solution has been found on challenges of English hegemony, particularly in African higher education. This article adds to the advancement of neoliberal discourse in higher education in South Africa by analysing neoliberal manifestations in its higher education language policy agenda. The article used desktop analysis to assess relevant literature on mainstream neoliberal ideologies and manifestations in the language policy reform post-apartheid. Drawing on relevant literature and through critical discourse analysis, it integrated evidence from the selected sources associated with mainstream neoliberal ideologies and then analysed the neoliberal manifestations in the language policy reforms pursued in South African post-apartheid context to bring out how the neoliberal actors in the higher education sector have reconfigured neoliberal principles. The decolonial perspective premised on concepts such as coloniality of being, power and knowledge was used to critique the neoliberal manifestations in South African higher education language policy directives. The paper presents the argument that universities in the country are deeply entrenched in linguistic hierarchisation which perpetuates epistemic injustices in teaching and learning. The African higher education should endeavour to underpin its language policies in indigenous knowledge systems to help harness the African content while existing in a global space where all knowledges should be regarded as equally relevant.Contribution: This article contributes to the emerging discourse of neoliberalism in higher education in the Global South and its impact on language policy formulation and implementation.

Resilience and Vulnerability: Lesbian, Bisexual and Transgender Women Managing LGBTphobia in Rural Israel

Neoliberal discourses associate resilience with active stances and independence. Conceptualizing the relationship between vulnerability and resilience, this paper discusses lesbian, bisexual, and transgender (LBT) women’s experiences of LGBTphobia in Israeli rural space. Addressing the 67th Commission on the Status of Women (CSW) challenge to describe intersectional issues, this paper reveals alternative negotiations of LBT women’s vulnerabilities. Using a theory of vulnerability, we claim that LBT women express resilience even in situations of marginalization and vulnerability. The paper shows how resilience, embedded within vulnerability, is constructed through the management of LGBTphobia via three strategies: construction of alternative spaces, advocacy, and direct resistance to acts of violence.

Tracing neoliberal discourse in school documentation. The analysis of educational projects in Barcelona state schools

An extensive literature has been produced to interpret the transformations that have taken place in education as an expression of the expansion of neoliberal rationality in public policies. This study adopts a mixed method, combining quantitative (text mining) and qualitative approaches (computer-assisted discourse analysis), with the aim of determining/verifying/analysing the permeability of the educational projects of state secondary schools in the city of Barcelona with regard to the neoliberal educational paradigm. Taking into account the occurrence of specific node words (such as work, competition, quality, and company), the results highlight the construction of an educational discourse focused on teaching oriented towards the needs of the new labour market, thus allowing schools to become one of the institutions that contribute to shaping a new type of subject: the flexible, emotionally stable, self-enterprising person who always needs to acquire new skills to increase her ‘human capital’.

Developing Compassionate Community: Insights from the International Standards for Community Development

Aging populations have increased demand for hospice palliative care and support for dying persons. More broadly, community support is also becoming an increasingly important aspect of public health intervention. Compassionate communities advocate active bottom-up community participation to strengthen communities’ assets around death and dying. However, these rapidly growing initiatives face a challenge in putting values such as cultural diversity, relationship, and love into practice and in making a social impact through “meaningful participation” at the community level. Reflecting on our experiences in a recent study of dying at home in Canada, we consider potential challenges for compassionate communities more broadly. We argue that risks related to gendered inequity, neo-liberal discourses around caring work, and an over-emphasis of community resilience need to be deliberated in compassionate community policy and service development. To mitigate these risks, we argue that the eight components of the International Standards for Community Development Practice or ISCDP (from the International Association for Community Development or IACD) provide important direction about putting values into practice, for instance by advocating for service and policy improvement while engaging in practice and research on compassionate communities. We discuss how the international standards can inform compassionate community development in Canada.

“Zhuge Kongming becomes reborn as a clownish partygoer!”: Linguistic carnivalization, critical metapragmatics of danmu, and mediatized neoliberal (inter)subjectivity

The Chinese video-sharing platform of bilibili experiences a ‘Kongming fever’, wherein danmu commenters collectively parodize the historical figure Zhuge Kongming, a pre-existing indexical of Confucianist value beliefs institutionalized by the official authority. Drawing upon Bakhtinian carnivalesque (‘free and familiar contact’ and ‘parodic profanation’), the present study proposes the analytical framework of ‘linguistic carnivalization’ as a critical metapragmatic approach (i.e., subjectivity-oriented). The multimodal analysis of danmu comments reveals how digital users appropriate multiple semiotic resources to construct carnivalesque, including vulgar linguistic varieties from media culture, netspeak genre, poetic patterns of textual repetition, and inversive sign vehicles and rescripting. As a discursive-affective effect of such carnivalization processes, Kongming’s ‘serious’ Confucianist personae and indexed ideological expectations become playfully mediatized, profaned, and transformed into new images of personhood (‘livestreaming microcelebrity’ and ‘hedonic partygoer’) according to mass popular culture. In so doing, the Chinese netizens metapragmatically negotiate existing sociocultural hierarchies and reposition themselves as neoliberal subjects. This paper further suggests that the ‘inside-out’ and ‘down-to-earth’ power of linguistic carnivalization does not simply reside in creating aesthetic humor within a local cybercommunity, but importantly owns critical implications for illuminating variegated forms of neoliberal discourse and (re)production of neoliberal subjectivity under large-scale political economic conditions.

‘I’m not going to feed the bailiffs’: personal bankruptcy and debtor agency in narrative accounts of struggling debtors

ABSTRACT The article uses the formal instrument of personal bankruptcy proceedings as an illuminating context to contribute to the scholarship on the lived experience of overindebtedness. Through the analysis of 29 in-depth interviews with heavy debtors living in Czechia, we provide a focus on debtor agency, exploring how bankruptcy interrelates with how struggling debtors narratively approach debt and construct their capacity to act. We show that first-hand accounts of (planned) participation in a bankruptcy proceeding contain a surprising number and variety of narratives of agency. Emphasizing the processual character of bankruptcy proceedings, we demonstrate that bankruptcy supports enactments of debtor agency by interfering in the temporal ordering of debt as performed by the struggling debtors, shaping the experiences of overindebtedness also among those debtors who have not (yet) entered the formal process. We show that the narrative constructions of agency as regards bankruptcy are often embedded in a neoliberal discourse of merit and self-responsibilization. While the respondents reproduce a largely depoliticized and individualized account of debt resistance that at times operates with a hierarchization of struggling debtors, disclosing bankruptcy (intentions) to others also evokes spontaneous and unorganized acts of solidarity within personal networks that empower debtors.

The ‘service user’ label through critical constructivist lenses

Mindful of the risk of seeming to cover ‘old ground’, this article strives to open new ground, or make old ground fresh again, by regarding the ‘service user’ label through critical constructivist lenses. Specifically, this article seeks to demonstrate how the agentive, self-determining qualities attached to ‘service users’, as opposed to ‘clients’ or ‘customers’, are complicated by more pejorative connotations ascribed to the term in everyday, social work and neoliberal discourses while highlighting how words matter. Not only do tensions between and within discourses register and generate tensions in practice, but, especially, language also constitutes social reality and the people and things making it up. Although frightening, yet inescapably ‘normal’, instances of structural violence and harsh austerity measures must be regarded in the context of discourse, albeit while not being determined by it, questioning common-sense discourses and the practices they index may produce possibilities for creating alternate languages and practices.

E-Learning for the Public Good? The Policy Trajectory of Online Education in Ontario, Canada.

Our critical historiography of e-learning policy in Ontario, Canada, traces the policy's trajectory through three settlements (2006-2022) and shows how successive governments have mobilized neoliberal discourses of personalization, access, and choice to justify new arrangements with private actors, within a broader sociopolitical context that includes increased privatization and commodification of public institutions, cuts to public spending, and imagines individuals as rational subjects driven to maximize their economic potential. This context exacerbates challenges students marginalized by schooling already face. Findings from our critical discourse analyses of government documents and news media reports also demonstrate that online learning in Ontario is neither personalized nor customizable but instead is centralized, standardized and, by design, operates independent of rather than interdependent with community. Further, our findings highlight the interdependence of schools - online and in-person - with social processes that create and perpetuate inequality, including gendered and racialized poverty, locally and abroad.

Examining Minnesota schools’ discursive positioning and intended educational opportunities for refugee-background students

Minnesota is known for its large concentrations of Hmong, Somali and Karen refugee-background students (RBSs). Drawing on an equity/heritage framework that centres educational equity and the sustaining of the cultural and linguistic practices of minoritized communities, this study examined how district/school websites with the highest enrolment of each student group described equity/heritage focused educational opportunities for RBSs and discursively represented and positioned these students. Our findings show that these school websites largely lacked indications of equity/heritage-based educational opportunities for RBSs, especially for Somali and Karen RBSs. While the websites had a strong visual representation of their RBSs, equity/heritage-focused textual discourses were limited. Instead, discourses of neoliberalism, meritocracy and accountability driven by the global human capital framework were prevalent. We argue that RBSs should be supported with equity/heritage-focused educational opportunities and discourses at schools instead of solely on the basis of global human capital focused discourses. A limitation of our study is that the implementation and impact of these website policies on RBSs’ educational experiences were not explored. However, we also note that examining discourses embedded within these critical online spaces is crucial because they communicate certain ideologies and motives to the public that can influence their perspectives about RBSs and their educational opportunities.