Bøger i New Frontiers in Education, Culture, and Politics serien

This volume explores the tensions between the student affairs foundation of holistic student development and the changing culture of corporatization. This book argues that understanding neoliberalism in student affairs is crucial to student success and the student experience.

This book critically looks at the tensions between the promise to transform education through the use of digital technology and the tendency to utilize digital technology in instrumental and technical ways.

The book uses Chicago as a case study to examine the cultural politics surrounding neoliberal education policy in general and the concomitant alterations to democratic practice in particular.

This book explores questions concerning personal identity and individual conduct within neoliberal academe. The author suggests that neoliberal academe is normal academe in the new millennium though well aware of its contested nature and destructive capacities.

Taking military charter schools as her subject, and drawing on years of research at one school in particular, Brooke Johnson explores the underpinings of a culture based on militarization and neoliberal educational reforms and probes its effects on individual identity and social interactions at the school.

Through a case study in a Chicago public school, Means demonstrates that, despite the fragmentation of human security in low-income and racially segregated public schools, there exist positive social relations, knowledge, and desire for change that can be built upon to promote more secure and equitable democratic futures for young people.

Digital Online Culture, Identity and Schooling in the Twenty-First Century provides a cultural, ideological critique of identity construction in the context of virtualization.

In one volume, this edited collection provides both a theoretical and praxis-driven engagement with teaching world literature, focusing on various aspects of critical pedagogy. Included are nine praxis-driven essays by instructors who have taught world literature courses at the university level.

Biocapitalism, an economic model built on making new commodities from existing forms of life, has fundamentally changed how we understand the boundaries between nature/culture and human/nonhuman. This is the first book to examine its implications for education and how human capital understandings of education are co-evolving with biocapitalism.

The book uses Chicago as a case study to examine the cultural politics surrounding neoliberal education policy in general and the concomitant alterations to democratic practice in particular.