Neoliberalism is not a theory of everything

A Bourdieuian analysis of illusio in educational research

Datos Bibliográficos

ID12906321
AutoresJulie Rowland (0000-0003-1664-4209, Deakin University, autor de correspondencia), Shaun Rawolle (0000-0002-7514-0660, Deakin University)
Año2013
Volumen54
Número3
Páginas260-272
Fecha de publicación2013-09-04
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaCritical Studies in Education (JOURNAL)
Identificadores de la revistaISSN: 1750-8487 • E-ISSN: 1750-8495
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17508487.2013.830631
OpenAlexW2003791999
IdiomaEN
Citas recibidas52
Referencias citadas30

Despite the frequency with which the concept of neoliberalism is employed within academic literature, its complex and multifaceted nature makes it difficult to define and describe. Indeed, data reported in this article suggest that there is a tendency in educational research to make extensive use of the word 'neoliberalism' (or its variants neoliberal, neo-liberal and neo-liberalism) as a catch-all for something negative but without offering a definition or explanation. The article highlights a number of key risks associated with this approach and draws on the Bourdieuian concept of illusio to suggest the possibility that when as educational researchers we use the word 'neoliberalism' in this way, rather than interrupting the implementation of neoliberal policies and practices, we may, in fact, be further entrenching the neoliberal doxa. That is to say, we are both playing the neoliberal game and inadvertently demonstrating our belief that it is a game worth being played. In so doing, this article seeks to extend understandings of what illusio means within the context of educational research.Keywords: Bourdieueducational policyhigher educationneoconservatism/neoliberalismpoststructural/postmodern/critical theory AcknowledgementsWe gratefully acknowledge the excellent work of Tebeje Mekonnen during the data collection for this article, and Professor Trevor Gale for his support and encouragement. We also acknowledge and appreciate the contribution of two anonymous referees.Notes1. 1. A number of authors also argue a similar point: (see for example Bahnisch, Citation2013; see also Wacquant, Citation2012).Additional informationNotes on contributorsJulie RowlandsDr Julie Rowlands is a lecturer in the School of Education at Deakin University. She researches in the Centre for Research in Educational Futures and Innovation in the areas of governance, higher education systems, academic quality assurance, leadership and organisational change. Her work has been published in A* and A-ranked international journals including Studies in Higher Education and Quality in Higher Education and her writing on university academic boards is used by a number of universities around Australia and internationally as a basis for board member education programmes.Shaun RawolleDr Shaun Rawolle is a Senior Lecturer in the School of Education and the Centre for Research in Educational Futures and Innovation at Deakin University. Shaun's research and publications are located broadly in the areas of contractual theory, sociology of education and education policy. Shaun is completing a book for Routledge with Professor Bob Lingard, Bourdieu and the Fields of Education Policy

Critical theory · Epistemology · Neoliberalism (international relations · Social science · Sociology · Diverse Music Education Insights · Global Educational Policies and Reforms · Philosophy · Social and Cultural Dynamics