The Deprofessionalization of Educators

An Intersectional Analysis of Neoliberalism and Education “Reform”

Bibliographic Data

ID9728869
AuthorsJennifer Gale de Saxe (0000-0002-2589-005X, Lewis & Clark College, Portland, OR, USA, corresponding author), Sarah Bucknovitz (Lewis & Clark College, Portland, OR, USA), Frances Mahoney-Mosedale (Lewis & Clark College, Portland, OR, USA)
Year2020
Volume52
Issue1
Pages51-69
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124518786398
OpenAlexW2887035544
LanguageEN
Citations received30
References cited14

Throughout this article, we discuss the neoliberal assault on public education, specifically in the United States, which, through coercive means, is anti-feminist, racist, and classist and demonstrates a deliberate attack on the female-dominated teaching profession. By contextualizing and analyzing education policies through a framework of intersectional critical feminism, we demonstrate how educators are delegitimized and deprofessionalized through privatization, education “reform,” and policies that reduce the profession to one that is both technicist and rote, all under the guise of “equity” and “social justice.” Our analysis reinforces the need to better understand the intricacies that permeate such policies so that the necessity to resist becomes inherently part of teaching, education, and political activism both in the United States and internationally

Criminology · Education reform · Equity (law · Feminism · Neoliberalism (international relations · Pedagogy · Political economy · Political science · Politics · Primary education · Social justice · Sociology · Critical and Liberation Pedagogy · Critical Race Theory in Education · Diverse Education Studies and Reforms · Gender Studies · Law · Public Administration

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