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Call for Book Chapters: Progressive Neoliberalism and Schooling

Call for book chapter contributions
Progressive Neoliberalism and Schooling
Neoliberalism has reconstituted the human experience at all societal levels in much of the world. There is wide agreement among scholars that neoliberalism has contributed to an increasing reification of economic rationality in social life, regressive redistribution of income and wealth in favor of the rich, commodification of almost everything, and normalization of the precarity of life in much of the developed world.
The range and depth of neoliberalismís influence have been bolstered by its opportunistic, protean ability to co-opt other powerful societal ideas, practices, and movements in order to further its own objectives. Specifically, Nancy Fraser argues that neoliberalism has successfully co-opted powerful currents of social justice movements in the United States in ways that limit their goals for social transformation by redirecting these movementsí efforts, such as for furthering diversity and empowerment, to serve neoliberal ends.
Nancy Fraser has labeled this manifestation of neoliberalism progressive neoliberalism (see Fraser, N. (2017). From progressive neoliberalism to Trumpóand beyond. American Affairs, 1(4), 46-64), which she describes as a hegemonic bloc of seemingly incongruent social forces of hyper-capitalism and new social movements that combine plutocratic, exploitative, capitalism with the politics of recognition-focused liberalism. This hegemonic bloc has championed liberal goals of empowerment, inclusion, LGBTQ rights, post-racialism, multiculturalism, post-sexism, and environmentalism by relocating and articulating justice-oriented ideals within the overall political economy of financialized hyper-capitalism. For example, this reductive understanding has led to the reduction of struggles for equality to pleas for meritocracy, the transmutation of emancipation to self-responsibilization and self-enterprise, and the manifestation of caring for the environment as support for carbon trading.
There is an emerging body of scholarship that traces footprints of Fraserís notion of progressive neoliberalism in diverse disciplinary fields, such as media studies, womenís studies, and social work. This research furthers our understanding of the oxymoronic, variegated, and contingent manifestations of neoliberalism while also highlighting promising spaces for theoretical (re)inventions and social change in feminist struggles and social welfare. Fraserís analytic schema is particularly useful in efforts to explore how neoliberalism has co-opted social justice efforts to further meritocratic ideals and justify social efficiency goals in education.
At this moment, it is not clear if the hegemony of progressive neoliberalism has been irreparably damaged by the rising reactionary populism of ethno-nationalism or if neoliberalism has become part of a new hegemonic bloc which invents new ways to satisfy the nativist impulses of the downtrodden while furthering the material interests of the economic elite. It is important, therefore, for the education community to both look back to understand how progressive neoliberalism has shaped education in the developed world, and also anticipate the emerging contours of new hegemonic and counter-hegemonic blocs that may supplant progressive neoliberalism in the near or distant future.
With these goals in mind, we are proposing an edited volume that will offer conceptual and empirical analyses on manifestations of Fraserís notion of progressive neoliberalism in education at all levels and in both formal and informal spaces. Recognizing the prolific diversity of perspectives, methodological orientations, and agendas in the education community, as well as the lack of consensus on the nature or even existence of progressive neoliberalism, we expect and encourage vigorous dialogue and contestation. We specifically encourage critically oriented contributions that offer promising directions for future research and strategies for collective progressive action that disarticulate neoliberal hegemony and offer visions of alternative hopeful futures.
Framing Questions
What are the variegated, contingent manifestations of neoliberalism in education?
Have progressive, social justice efforts to improve education been co-opted by neoliberalism in education? How?
Is progressive neoliberalism a useful/productive conceptualization for understanding the ways in which neoliberalism interacts with other social forces to shape education in advanced capitalist societies?
What conceptual tools and political strategies could be used to disentangle progressive efforts in educational contexts from the grip of neoliberalism?
How has progressive neoliberalism responded to the emergence of reactionary populist forces within educational spaces?
What new hegemonic and/or counter-hegemonic blocs might emerge in the near or distant future?
How to propose a chapter
We request that interested scholars submit a 500 word summary for a chapter of 3000-5000 words. The summary should describe how the chapter will address one or more of the framing questions. Descriptions of empirical research should include the theoretical framework, methods, findings, and implications. Theoretically-based research should include descriptions of the framework and concepts that underpin the research and the equivalent of methods and findings which are relevant to that genre of scholarship. Please email your submission to mardi@unl.edu by December 1, 2020.
About the process
The editors have been approached by a leading international academic publisher for this project. We anticipate including 10-12 chapter summaries in our book proposal which will be submitted by January 15, 2021. The book proposal will be peer-reviewed, and if accepted, chapters will be due by May, 2021. We hope to have the book published before the end of 2021.
Editors: Ajay Sharma, Mardi Schmeichel and Beth Wurzburg

Dates: 9/10/2020 - 12/1/2020

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