Books in the Routledge Studies in Education, Neoliberalism, and Marxism series

As the economy constricts, it seems living with a chronic sense of fear and anxiety is the new normal for a growing number of urban females. Many females are susceptible to victimization by cumulative strands of violence in school, their communities, families and partnerships. Exposure to violence has been shown to contribute to physical and mental health problems, a propensity for substance abuse, transience and homelessness, and unsurprisingly, poor school attendance and performance. What does a girl do when there is no place to get away from this, and even school is a danger zone? Why have so many educators turned their attention away from the reality of violence against girls? Why is there a tendency to categorize such violence as just another example of the general concept of "bullying?" Critical educators who research the effects of current market logics on the schooling of marginalized youth have yet fully to focus on this issue. This volume puts the reality of violence in the lives of urban school girls back on the map, investigates answers to the above questions, and presents suggestions for change.

This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance's involvement in social justice as well as the methodological consequences in relation to career guidance research.

This edited collection combines quantitative content and critical discourse analysis to reveal a shift in the rhetoric used as part of the neoliberal agenda in education. It does so by analysing, uncovering and commenting on language as a central tool of education.

Recognizing the dominance of neoliberal forces in education, this volume offers a range of critical essays which analyze the language used to underpin these dynamics.

Capturing the voices of Americans living with student debt in the United States, this collection critiques the neoliberal interest-driven, debt-based system of U.S. higher education and offers alternatives to neoliberal capitalism and the corporatized university.

This edited collection explores ways in which social justice can be integrated into career guidance practice.

The restructuring of teaching is a global issue, the result of a transnational movement of policy. Gender shapes the occupational reform and binds the global-to-the-local movement of reform ideas. Gender is also implicated in how policy is done and how it leads to particular outcomes. This volume examines the behind-the-scenes work done to make sense of reform and implement it during the workday and questions the new forms and controls over teaching reforms-the labor process-revealed to understand the implications of neoliberal education reform on teachers'' work. Based on ethnographic research undertaken at public high schools in Argentina, this volume introduces the everyday work lives of teachers. It includes interviews and observations revealing what it means to be a teacher in the reform context, and explores the ways masculinities and femininities shape teachers'' decision-making about reforms. At a time when teachers are at the center of political controversy around the world, this volume is an important reminder that school change is about changing the work of teachers.

Analyzes the ideologies underlying the global, national and local neoliberalisation of schooling and education. This title explains the machinations, agenda and impacts of the privatising and 'merchandisation' of education by the World Bank, the General Agreement on Trade in Services, and the political spectrum of Neoliberal governments.

Capturing the voices of Americans living with student debt in the United States, this collection critiques the neoliberal interest-driven, debt-based system of U.S. higher education and offers alternatives to neoliberal capitalism and the corporatized university.

Every day, children living in low-income communities have no choice but to grow up in a climate where they experience multiple unending assaults to their sense of dignity. This volume applies theoretical and historical insights to think through the increasingly undignified realities of life in economically marginalized communities. It includes examples of curricular challenges that low-income students in the US confront today while attempting to learn.

As the economy constricts, it seems living with a chronic sense of fear and anxiety is the new normal for a growing number of urban females. Many females are susceptible to victimization by cumulative strands of violence in school, their communities, families and partnerships. Exposure to violence has been shown to contribute to physical and mental health problems, a propensity for substance abuse, transience and homelessness, and unsurprisingly, poor school attendance and performance. What does a girl do when there is no place to get away from this, and even school is a danger zone? Why have so many educators turned their attention away from the reality of violence against girls? Why is there a tendency to categorize such violence as just another example of the general concept of "bullying?" Critical educators who research the effects of current market logics on the schooling of marginalized youth have yet fully to focus on this issue. This volume puts the reality of violence in the lives of urban school girls back on the map, investigates answers to the above questions, and presents suggestions for change.

Every day, children living in low-income communities have no choice but to grow up in a climate where they experience multiple unending assaults to their sense of dignity. This volume applies theoretical and historical insights to think through the increasingly undignified realities of life in economically marginalized communities. It includes examples of curricular challenges that low-income students in the US confront today while attempting to learn.

This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance¿s involvement in social justice as well as the methodological consequences in relation to career guidance research.

What are the implications for a public system as control over educational policy and priority is concentrated under one of the richest people on the planet in ways that foster de-unionization and teacher de-skilling while homogenizing school models and curriculum? This book addresses this question.

Neoliberal education policies have privatised, marketised, decentralized, controlled and surveilled, managed according to the business and control principles of public managerialism. This book explores the mechanisms and ideologies behind neoliberal education, while evaluating and promoting resistance on a local, national and global level.

Neoliberalism has had a major impact on schooling and education in the Developing World. This collection examines aspects of neoliberal arguments focusing on low- and middle-income countries (including Chile, Mexico, Argentina, Venezuela, China, Pakistan, India, Turkey, Burkina Faso, Mozambique and South Africa), and suggest where they fall short.

Presents a critique of neoliberalised education - privatization, marketisation, public managerialism, increasing control and surveillance of schools and colleges - in eight of the rich countries of the world: USA, Canada, England and Wales, Finland, Greece, Taiwan, Israel, and Japan.