ORIGINAL ARTICLE
Putting Spivakian Theorizing to Work: Decolonizing Neoliberal Scientism in Education
Abstract
In this article, Stephanie Daza draws on Gayatri Spivak's theorizing to help make visible how education is shaped by an elusive conceptual apparatus of neoliberal scientism. She begins with an example of highâstakes learning and global competition as commonsensical policy practice at an elementary school. Then Daza develops an analysis that shows the possibilities of a Spivakian theoretical approach as an interpretive practice for education, and teacher education specifically.
Citing Literature
Number of times cited: 4
- Stephanie Curley, Jeong-eun Rhee, Binaya Subedi and Sharon Subreenduth, Activism as/in/for Global Citizenship: Putting Un-Learning to Work Towards Educating the Future, The Palgrave Handbook of Global Citizenship and Education, 10.1057/978-1-137-59733-5_37, (589-606), (2018).
- Sardar M. Anwaruddin, ICT and Language Teacher Development in the Global South: A New Materialist Discourse Analysis, Educational Studies, 52, 3, (260), (2016).
- Stephanie Daza and Walter S. Gershon, Beyond Ocular Inquiry, Qualitative Inquiry, 21, 7, (639), (2015).
- Lisa (Leigh) Patel, Countering Coloniality in Educational Research: From Ownership to Answerability, Educational Studies, 50, 4, (357), (2014).
