The Urbanisation of Lima, Neoliberal Reforms and Water-Related Tensions

2015 ◽  
pp. 75-107
Author(s):  
Antonio A. R. Ioris
Keyword(s):  
Neoliberal Reforms

Communicative Transformation of Professional Values of Modern Scientific Communities

Communicology ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 15-24
Author(s):  
A.S. Proskurina
Keyword(s):  
Decision Making ◽  
Professional Ethics ◽  
Scientific Work ◽  
Professional Values ◽  
The Internet ◽  
Practical Implementation ◽  
Scientific Communities ◽  
Neoliberal Reforms ◽  
Communication Practices ◽  
The Relationship

Today ethics is embodied not only in day-to-day life, but also in the communication that surrounds it. The study of communication in professional communities makes it possible to determine the relationship between declared and practically embodied values in work. Ethical attitudes are not only postulates embedded in ethical codes, but also principles of interaction embodied in the construction of the information space and decision-making. Features of modern communications influence the way professional ethics is structured, which, in turn, affects its content and practical implementation. The communication through the Internet makes scientific work performative, filling it with symbols and labels. Increasingly, communication practices have to be carried out around indicators, and thus communication becomes a conductor of neoliberal reforms in scientific work. Therefore, the consequence of modern forms of communication is the forced utilitarianism of ethics associated with the need to compete in the “scientific market”. The article suggests possible ways to overcome the contradictions of communicative transformations of professional values.

Private Water, Public Good

2017 ◽  
Author(s):  
Madeline Baer
Keyword(s):  
Human Rights ◽  
Citizen Participation ◽  
Water Policy ◽  
Human Right ◽  
The Public ◽  
Strong State ◽  
Neoliberal Reforms ◽  
Narrow Definition ◽  
Definition Of ◽  
State Interventions

Chapter 4 provides an in-depth case study of water policy in Chile from the 1970s to present, including an evaluation of the outcomes of water policy under the privatized system from a human rights perspective. The chapter interrogates Chile’s reputation as a privatization success story, finding that although Chile meets the narrow definition of the human right to water and sanitation in terms of access, quality, and price, it fails to meet the broader definition that includes citizen participation in water management and policy decisions. The chapter argues that Chile’s relative success in delivering water services is attributable to strong state capacity to govern the water sector in the public interest by embedding neoliberal reforms in state interventions. The Chile case shows that privatization is not necessarily antithetical to human rights-consistent outcomes if there is a strong state role in the private sector.

scholarly journals Tensions Between Teaching Sexuality Education and Neoliberal Policy Reform in Quebec’s Professional Competencies for Beginning Teachers

2016 ◽  
Vol 50 (1) ◽  
pp. 145-159
Author(s):  
Dan Parker ◽  
Robert McGray
Keyword(s):  
Beginning Teachers ◽  
New Teachers ◽  
Sexuality Education ◽  
Policy Reform ◽  
Professional Competencies ◽  
Pedagogical Practice ◽  
Cultural Issues ◽  
Policy Reforms ◽  
Neoliberal Reforms

This research draws into question the effects that neoliberal policy reforms — with an emphasis on individual and measurable “competencies” — has on new teachers teaching sexuality education in Quebec. While we examine professional competencies that teachers can use to define their mandate for teaching sexuality education as a beginning professional, we also detail the ways in which the competencies constrain pedagogical practice. Our argument is that while there are avenues for teachers to use the professional competencies for sexuality education, neoliberal reforms atomize teachers in a search for accountability. As a result, for fear of generating controversy, potentially contentious issues like sexuality education are not readily addressed. This atomization restricts both teachers and the field — the policy circumscribes sexuality education as personal rather than cultural. As such, we are left impotent to address cultural issues of sexuality education.

Trade union renewal through local partnerships for skill formation

2017 ◽  
Vol 23 (4) ◽  
pp. 441-455 ◽  
Author(s):  
Mads Peter Klindt
Keyword(s):  
Trade Union ◽  
Economic Restructuring ◽  
Skill Formation ◽  
The Public ◽  
Employment System ◽  
Neoliberal Reforms ◽  
Union Renewal ◽  
Multiple Case ◽  
Local Partnerships

This article investigates how unions can strengthen their role in settings that are highly affected by globalisation and liberalisation through engagement in local partnerships for skill formation. We identify a number of capacities possessed by unions that can be complementary to firms and other actors in the local arena and thus be formative for such partnerships. We build our argument by drawing on concepts from the literature on trade union revitalisation, on governance and on political economy. The article’s claims are substantiated by a multiple-case study from Denmark that illustrates how union-based partnerships have successfully facilitated retraining and labour market inclusion for workers who were made redundant during economic restructuring and, due to neoliberal reforms, were cut off from adequate assistance from the public employment system.

Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork

2018 ◽  
Vol 61 (5) ◽  
pp. 613-636 ◽  
Author(s):  
Scott Fitzgerald ◽  
Susan McGrath-Champ ◽  
Meghan Stacey ◽  
Rachel Wilson ◽  
Mihajla Gavin
Keyword(s):  
New South ◽  
New South Wales ◽  
Working Hours ◽  
The State ◽  
School Level ◽  
Relative Advantage ◽  
Neoliberal Reforms ◽  
South Wales ◽  
High Workload ◽  
Work Intensification

Australian public school teachers work some of the longest weekly hours among Organisation for Economic Co-operation and Development countries, particularly in the state of New South Wales where average hours are officially in, or near, the statistical category of ‘very long working hours’. These reports of a high workload have occurred alongside recent policy moves that seek to devolve responsibility for schooling, augmenting teacher and school-level accountability. This article explores changes in work demands experienced by New South Wales teachers. As part of a larger project on schools as workplaces, we examine teaching professionals’ views through interviews with teacher union representatives. Consistent with a model of work intensification, workload increases were almost universally reported, primarily in relation to ‘paperwork’ requirements. However, differences in the nature of intensification were evident when data were disaggregated according to socio-educational advantage, level of schooling (primary or secondary) and location. The distinct patterns of work intensification that emerge reflect each school’s relative advantage or disadvantage within the school marketplace, influenced by broader neoliberal reforms occurring within the state and nation.

scholarly journals Beginning to Dismantle the Binaries that Frame the Neoliberal Kindergarten

2021 ◽  
Vol 9 (5) ◽  
pp. 20
Author(s):  
Christopher P. Brown
Keyword(s):  
Learning Environment ◽  
Research Study ◽  
Education Reforms ◽  
Binary Logic ◽  
Neoliberal Reforms ◽  
Analysis Process ◽  
Insight Into ◽  
Education Stakeholders

The binary logic of policymakers’ neoliberal reforms has restructured kindergarten into a learning environment where teachers struggle to nurture children as learners. At the same time, the critiques that challenge these policies are also rooted in this binary logic. This allows policymakers’ neoliberal reforms to remain intact. In this article, I address this issue through analysing findings from a larger research study that examined how a range of education stakeholders (n=88) made sense of the changed kindergarten through binary logic. I then take apart these three binaries that emerged in my analysis process to provide insight into possible pathways for change that education stakeholders at all levels of governance can begin to engage in to dismantle policymakers’ neoliberal education reforms.

scholarly journals CATECHISTS AT THE CROSSROADS: NEO-CATHOLICISM, NEOLIBERALISM AND THE SHIFTING SOCIOPOLITICAL LANDSCAPE OF AYMARA LIFE

2008 ◽  
Vol 2 (2) ◽  
pp. 99-120
Author(s):  
Andrew Orta
Keyword(s):  
20Th Century ◽  
Community Level ◽  
Local Society ◽  
Political Reforms ◽  
Neoliberal Reforms ◽  
Local Agent ◽  
The Creation ◽  
Level I

This article examines the intersection of religious and sociopoliticalreform in contemporary highlands Bolivia. The case at issue is an Aymararegion, where the institutions, personnel and practices of Catholicism havelong been crucial to the production of local society. Over the lastdecades of the 20th century, a series of pastoral strategies initiated bythe Church have sought to localize Catholic practices through theempowerment of community-level catechists and, more recently, efforts toreclaim elements of Aymara culture as expressions of Catholicmeaning. These pastoral developments have overlapped with a set ofneoliberal political reforms aimed at decentralizing administrativepractices through the creation and empowerment of municipalities at thelocal level. I focus here on the experiences of one catechist to examinethe ways his career as a local agent of missionary Catholicism entangledhim directly within the sociopolitical processes being tested and stretchedby these neoliberal reforms.

scholarly journals Education as a spectral technology: Corporate culture at work in Ontario‘s schools

2012 ◽  
Vol 3 (2) ◽  
pp. 263-278
Author(s):  
Susan Marie Martin
Keyword(s):  
Lived Experience ◽  
Corporate Culture ◽  
School Curriculum ◽  
Drop Out ◽  
Cautionary Tale ◽  
Post Secondary ◽  
Neoliberal Reforms ◽  
Secondary School Curriculum ◽  
Under Construction ◽  
High Level

Abstract This paper addresses the sweeping neoliberal reforms implemented in Ontario’s schools in 2000, and conceptualises them within the terms of ‘millennial capitalism’ (Comaroff & Comaroff, 2000). A close reading of secondary school curriculum documents and the umbrella policies that shape education from ages 5 to 18 years reveals how students are groomed to identify themselves as workers under construction. This is accomplished by mandating career education that defines lived experience as a ‘career’, articulates an identity for students as workers/producers, and dictates a direct relationship between education and the health of the economy. For students the professed advantages of millennial capitalism come from freedom and choice to navigate a post-secondary future in an abstract market that rewards those who respond to its highs and lows. Despite the drop-out ‘crisis’ that followed the initial reforms, and the next government’s efforts to remediate the damage done, ultimately corporatist/careerist mantras continue to haunt classrooms, shape education, and its aims and goals in Ontario. The analysis offered in this paper aims to help us better understand the resilience of the neoliberal agenda in the current global economic ‘crisis’, in light of ongoing calls for ‘value-for-money’ in delivering public services and overall competitiveness. Ontario’s education system has a reputation internationally as a high-level performer; this positioning in light of the anomalies presented by its policy and curriculum serves as a cautionary tale to countries that connect growth in GDP with the results of its children and youth on standardised tests. Further, it reveals the disparity between statistics at the macro level and life at the level of the classroom.

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