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SCHOOLING ENTREPRENEURS: ENTREPRENEURSHIP, GOVERN MENTALITY AND EDUCATION POLICY IN SWEDEN AT THE TURN OF THE MILLENNIUM

100%
Dahlstedt M., Hertzberg F.
Pedagogický časopis (Journal of Pedagogy)
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2012
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vol. 3
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issue 2
242 – 262
EN
Departing from Michel Foucault’s concept of govern mentality, the focus of this article is the introduction of entrepreneurial education in Swedish education policy at the turn of the millennium. We analyse the various meanings attached to the concepts of “entrepreneur” and “entrepreneurship” in education policy documents, as well as the main arguments for introducing entrepreneurial education. In policy documents, the “entrepreneur” is portrayed as being flexible, creative, enterprising and independent, as having the ability to take initiative, solve problems and make decisions. Here, there is an emphasis made on economical utility, and its priority over other values. With an increasing mobilization of entrepreneurship in school, previous pedagogical and educational doctrines – focusing on equality, universalism and redistribution – are challenged. Other visions, stating other educational purposes and goals emerge. In the vision of the entrepreneurial school, it becomes logical and natural to emphasize the value education has for the economic system. In conclusion, entrepreneurial education may be seen as a particular kind of govern mentality, connecting students and their subjectivity to the rationality of the market – fostering subjects in line with the imperatives of the “advances liberal society”.
2

DANGEROUS DISCIPLINES: UNDERSTANDING PEDAGOGIES OF PUNISHMENT IN THE NEOLIBERAL STATES OF AMERICA

84%
Robbins C. G., Kovalchuk S.
Pedagogický časopis (Journal of Pedagogy)
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2012
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vol. 3
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issue 2
198 – 218
EN
Public schools deploy a range of processes and practices that help constitute the formation and legitimation of certain knowledge, relationships, skills, values and, ultimately, subjectivities. School discipline regimes are one of these practices. Exercising their power through pedagogical modes of address, these regimes are currently organizing relationships throughout school cultures that reflect the values and encourage role performances associated with neoliberal capitalism. This research paper describes and analyses two widely used discipline regimes - zero tolerance/hyper-criminalization and positive behaviour interventions and support (PBIS) — through Foucault’s theories of govern mentality and bio politics. These two regimes provide mirror images of the primary modes of punishing and disciplining under neoliberalism: criminalization and individualization. The paper will also explore how neoliberalism subjects schools to processes of enclosure, but also how schools themselves have become sites productive of neoliberal subjects through the content, values and interests embedded in the curricula of PBIS and criminalization which students must master.
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