With Mark Pulsford, I have co-edited a forthcoming Special Issue of Power and Education, with contributions that ground neoliberal policies and logics in the everyday routines and practices within Primary school communities.
The special issue is titled:
Neoliberalism and Primary Education: Impacts of neoliberal policy on the lived experiences of primary school communities
The original call for papers is available here. I also have some notes taken from a BERA critical theory special interest group symposium on neoliberalism and education.
The papers to be included are as follows and in this order:
Editorial: Neoliberalism and Primary Education: Impacts of neoliberal policy on the lived experiences of primary school communities (authors: Richard Hall and Mark Pulsford)
How neoliberal policy inhibits partnership-building in the primary phase: A new social movements approach (Michael Jopling – published online first)
Local authority instrumental music tuition as a form of neo-liberal parental investment: findings from a deviant, idiographic case study (Ross Purves – published online first)
Power, influence, and policy in Arizona’s education market: “We’ve got to out-charter the charters (Amanda U Potterton – published online first)
Making little neoliberals: the production of ideal child/learner subjectivities in primary school through choice, self-improvement and ‘growth mindsets (Alice Bradbury)
A Critical Discourse Analysis of the Let Our Kids be Kids Protest (Angela Sibley-White – published online first)
Go into school, get a cushy job, move to a better area: male primary school teachers, neoliberalism and hierarchies of person-value (Mark Pulsford – published online first)
The issue of the whole will be published in November 2019.