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The paper evaluates the adaptation of neoliberal policies in the Indian urban housing policy sector. While completing the objectives of this paper, the article also appraises the expression of neoliberalism as it unfolds in the literature. Neoliberalism is considered a loose set of philosophical, institutional, and political principles to safeguard individual and collective freedom like private property rights, goods and services exchange, movement of capital and labor, etc. Neoliberal policies promote open markets and trade to unbound creative potentials and entrepreneurial skills through efficient utilization of resources and upbringing of human well-being. In a neoliberal regime, cities compete to attract talented people, capital, and resources to achieve newer economic and social benchmarks. However, the constant pursuit of excessive achievements lets some negativities grow within. Large-scale inequality, deprivation, social unrest, and meager quality of life affect the sustainable and holistic development of seemingly most developed cities worldwide. Referring to literature from social sciences, urban planning, and development studies, this paper focuses on the consequences of neoliberalism and its impact on urban housing in India. [ABSTRACT FROM AUTHOR]

Neoliberal practices such as managerialism and academic casualisation impact higher education systems globally. While these practices can constrain any curriculum aimed at enabling transformative learning, this paper shows that they place particular limitations on arts and humanities curricula intent on cultivating criticality and a sense of social responsibility. I draw on data from an English literature curriculum study at a mega distance education institution in South Africa and use Legitimation Code Theory to take a close-up look at how two neoliberal practices: managerialism and academic casualisation cause misalignments between the underpinning values of the curriculum and the kinds of pedagogic and formative assessment practices that are employed. I conclude that decisions regarding administration, enrolments and staffing based on neoliberal values can frustrate students' epistemological and ontological access to humanities disciplines and limit the potential of humanities curricula to offer a higher education in service of the social good. [ABSTRACT FROM AUTHOR]

The Canadian province of Saskatchewan, and particularly rural Saskatchewan, has an ageing population and has experienced a great deal of out-migration in recent years. As a result, its labour force has been shrinking over time (Moazzami, 2015). International migration has been viewed as one way to reverse negative population growth and boost the economy of the region. Several programs and initiatives have been developed to successfully attract and welcome international migrants to Saskatchewan's rural areas. Despite this, retention is poor, with many immigrants choosing to move on to other destinations. In this paper, I argue that effectively welcoming immigrants in a context where they are seen primarily as economic actors poses a number of political, discursive and practical challenges. The economic rationale for immigration tends to reduce, somewhat ironically, the welcome that is extended. This paper is based on an analysis of information generated through interviews with key informants, all of whom are individuals engaged in the work of welcoming immigrants in different parts of rural Saskatchewan. [ABSTRACT FROM AUTHOR]

In educational research, there has been much stricture of neoliberalism as a scourge. In the higher education sector, the neoliberal turn has been observed as eroding academic freedom and deprofessionalising academics. Early career academics are often described as victims of neoliberalism. In this paper, we take a positive perspective through a deep dive into resilience that enables self-transformation and, potentially, system change. Our paper is situated in the Chinese higher education context where the "up-or-out" system has been put in place, mirroring the neoliberal university at a global range. We — a mid-career researcher and an early career academic — analyse our collective narratives generated through WeChat text and voice message. Drawing insight from Bourdieu's reflexive sociology, our narratives lead to four themes: capital accumulation and self-transformation, shaping the publication habitus, emancipation from symbolic violence, and resilience to symbolic domination. We conclude the paper with a call for sociology of resilience and recommendations for deneoliberalising higher education. [ABSTRACT FROM AUTHOR]

Although clinical social work seeks to center the transformative potential of human relationships, practitioners are experiencing heightened systemic and organizational impingements from the dehumanizing pressures of neoliberalism. Neoliberalism and racism diminish the vitality and transformative potential of human relationships, disproportionately affecting Black, Indigenous and People of Color (BIPOC) communities. Practitioners are also experiencing increased stress and burnout related to increased caseloads and decreased professional autonomy and organizational practitioner support. Holistic, culturally responsive, and anti-oppressive processes seek to counter these oppressive forces but need further development to synthesize antioppressive structural understandings with embodied relational interactions. Practitioners can potentially contribute to efforts that apply critical theories and antioppressive understandings within their practice and workplace. Through an iterative flow of three sets of practices, the RE/UN/DIScover heuristic supports practitioners' efforts to respond in those challenging everyday moments where oppressive forms of power are imposed and embedded within systemic processes. With themselves and other colleagues, practitioners engage in compassionate REcover practices; use curious, critical reflection to UNcover full understandings of power dynamics, impacts, and meanings; and draw on creative courage to DIScover and enact socially just and humanizing responses. This paper describes how practitioners can use the RE/UN/DIScover heuristic in two common challenging moments of clinical practice: systemic practice impingements and implementing a new training or practice model. The heuristic seeks to support practitioners' efforts to preserve and expand socially just, relational spaces for themselves and those with whom they work within the context of systemic dehumanizing neoliberal forces. [ABSTRACT FROM AUTHOR]

This paper argues that there is a need to critically assess bias in the representations of older adults in the field of Human–Robot Interaction. This need stems from the recognition that technology development is a socially constructed process that has the potential to reinforce problematic understandings of older adults. Based on a qualitative content analysis of 96 academic publications, this paper indicates that older adults are represented as; frail by default, independent by effort; silent and technologically illiterate; burdensome; and problematic for society. Within these documents, few counternarratives are present that do not take such essentialist representations. In these texts, the goal of social robots in elder care is to "enable" older adults to "better" themselves. The older body is seen as "fixable" with social robots, reinforcing an ageist and neoliberal narrative: older adults are reduced to potential care receivers in ways that shift care responsibilities away from the welfare state onto the individual. [ABSTRACT FROM AUTHOR]

This paper takes a long view perspective on estate regeneration with reference to Clapham Park, a large social housing estate in London. This estate was one of 39 areas in England included in the Labour Government's New Deal for Communities (NDC) flagship regeneration programme which ran for ten years during the 2000s. This programme is an exemplar of New Labour's brand of roll-out neoliberalism involving both communitarian and privatization strands. The research involves a multi-method case study of the estate before, during and after the NDC. The findings are analyzed in relation to neoliberalism, managed decline, and the dialectical interplay of regeneration and degeneration. Housing improvement was slow and limited during the NDC period itself, while post-NDC progress has been spatially uneven across the estate, with some refurbishment and redevelopment but also continuing housing deprivation. Tenants who had originally been supporters of the NDC were disillusioned with post-NDC housing and physical environment progress. The paper illustrates how regeneration and degeneration have intertwined over the long term, and concludes by highlighting the tensions within the NDC public–private partnership programme that attempted to meld together two ultimately contradictory governance logics—communitarian and market—that configured New Labour's estate regeneration policy. [ABSTRACT FROM AUTHOR]

Walter Eucken is mostly known for his impact on establishing the Social Market Economy in post-war Germany. In this paper we identify how Eucken was highly influential in the formation of the Mont Pèlerin Society (MPS), and how German ordoliberalism left a significant footprint on the early history of the MPS. To show this organizational cooperation, we primarily analyze Eucken's correspondence with F. A. Hayek and Wilhelm Röpke. In a next step, we portray their intellectual debates 1945–1950 and again extensively draw on correspondence, as well as on traces of influences in publications in the fields of methodology and epistemology. Subsequently, we reconstruct the first MPS meetings between 1947 and 1949 and identify notable substantive overlaps, but also a widening gap between a Continental and an Anglo-Saxon understanding of neoliberalism – despite the pronounced personal friendship and esteem between Eucken and Hayek. Finally, we present personal memories of Leonhard Miksch, a student and associate of Eucken who attended the 1949 MPS meeting, recorded in his so far unpublished diary. [ABSTRACT FROM AUTHOR]

This commentary paper dialogues with the paper "Facing neoliberalism through dialogic spaces as sites of hopes in science education: experiences of two self-organised communities" and deals with some issues raised by its authors. We present an episode to engage in the theme of dialogue, analysing its possibilities. We discuss what we consider fundamental aspects of dialogue and human development: the "insuppressibility of the ideological dimension of knowledge production", the "inalienable condition of being agentive", and the "inalienable collective nature of human life". [ABSTRACT FROM AUTHOR]

In this paper, the findings and conclusions from a previous study concerning Danish psychology students' Master thesis projects are discussed. By conducting eight qualitative semi-structured interviews with nine psychology students, shortly after they had handed in their Master's theses, we attempted to uncover and challenge some of our previous findings. We set out to deepen our previous conclusions concerning (1) why there is a seeming discrepancy between the use of certain methods and theories amongst the students and psychology as a discipline writ large, (2) whether their use of qualitative methods indicated a routine-like relationship to methods, and (3) whether a unification of methods and theories can be identified. Based on the interviews conducted for this commentary, we conclude that the students do indeed take an active stance when it comes to choosing their methods and topics, and that they are fully aware of the discrepancy between their interests and psychology as a discipline. [ABSTRACT FROM AUTHOR]

This paper examines the ethics of the Australian business community's responses to the phenomenon of modern slavery. Engaging a critical discourse approach, we draw upon a data set of submissions by businesses and business representatives to the Australian government's Joint Standing Committee on Foreign Affairs, Defence and Trade 'Parliamentary Inquiry into Establishing a Modern Slavery Act in Australia'—which preceded the signing into law of Australia's Modern Slavery Act 2018—to examine the business community's discursive construction in their submissions of the ethical–political concept of freedom. The paper shows how the concept of freedom was employed by Australian business in a manner that privileged their own subject status and advocated for legislation with minimal burden. Relating this contemporary case to a longer historical context, we show how Australian business responses towards modern slavery map onto liberal and neoliberal ethics in which the freedom of the propertied takes precedent over that of the property-less. Further, we show discursive similarities in the arguments presented by modern Australian businesses and certain historical efforts by members of the business community to privilege commercial freedoms in responses to 18th and 19th Century abolitionist movements. Overall, our research makes two important contributions: first, it highlights the value of a critical discourse lens in business ethics research to show how business and other stakeholders in the field construct and shape their own and other's ethically-laden understanding of reality; and second, it presents a case for considerable scepticism about the motivation of (Australian) business to employ the freedoms made available to it under neo/liberal discourse to confront a key human rights challenge. [ABSTRACT FROM AUTHOR]

Equality discourse endeavors often aim to eliminate the various positionings of people in order for them to become equals. This paper aims to re-approach the notion of educational equality beyond neoliberal definitions and reconceptualize it in light of the Aristotelian philia, with attention paid to its ethical dimensions and the nonduality of difference and sameness. An ethic of philia is founded on mutual respect and admiration, promotes a good and worthwhile life, and requires time and familiarity. In light of the mutuality and multiplicity that are characteristic of the environment in which educational equality thrives, the article elaborates on three aspects of philia—recognizing difference, encouraging conversations about what counts as good, and horizontal and vertical characteristics of educational equality. [ABSTRACT FROM AUTHOR]

This paper problematizes the notion of "intent" through the concept of "involuntary resistance". Departing from the narratives of employees in nursing homes in Sweden during the Covid-19 pandemic in 2020 and 2021, we suggest that neoliberal norms and a local management that capitalizes on social hierarchies (sex, age, class, etc.) were the context of the strong biopolitical state management that occurred due to the Covid-19 pandemic. The friction between different forms of governing became a seedbed for an involuntary resistance with an unclear intent against the state recommendations. This sheds light upon the need to (re)frame the current dominance of specific types of knowledge that are constructed in the field of resistance. We suggest that new paths of thought are needed—within social sciences—that work towards a wider conceptualizing of resistance, which embraces practices that lie outside the common thought of dissent. [ABSTRACT FROM AUTHOR]

Since the restoration of the Gaokao (College Entrance Examination) in 1977 and the nationwide higher education expansion that started in 1998, millions of rural students have enrolled in urban universities. Though Chinese rural students' educational trajectories have received extensive attention, their subjective experiences in the rapidly changing context of the higher education system remain insufficiently represented in the literature. This paper utilises a life history approach to explore three successful rural students' journeys towards and through higher education, graduating from university in the 1980s, 1990s, and 2000s. Through interweaving the social context and individual accounts in this paper, I examine how educational aspirations (as individual choices and strategies) are shaped by changes in the social milieus in which one is situated and how rural students perceive classed differences in the context of an expanding urban–rural divide. I highlight the point that rural families' aspirations towards higher education are not simply personal preference but rather are constructed within the nexus of perceived limitations and opportunities and are complexly shaped by the social and economic context. I argue that, though the forms of symbolic domination might vary across the studied timeframe—from clothes to extra-curricular activities to comprehensive ability—the rural students' disadvantaged situation in the urban university remained largely unchanged. [ABSTRACT FROM AUTHOR]

A neoliberal immigration regime often takes an "economic" lens to frame and reframe immigration regulation based on a rational cost–benefit analysis of what immigration might bring to immigration-receiving countries. Under such a regime, skilled and business immigration is framed as an "economic" immigration category, which can channel in financial and human capital, while family and international humanitarian immigration is regarded as a "social" immigration category assumed to produce immigrants who are more dependent and not able to bring immediate and direct economic gain for immigrant-receiving countries. In New Zealand (NZ), such a neoliberal trend is very much alive within its contemporary immigration policy development. The paper aims to illustrate the neoliberal trend of NZ immigration policy that relates to the entry of immigrants' family members, especially the older parents. In order to achieve this goal, a detailed review of the evolving NZ family immigration policy over the last three decades and a descriptive analysis of NZ family immigration intake will be presented. By combining the policy review and descriptive analysis together, the paper can inform a better understanding of how the neoliberal immigration regime has had an impact on the patterns of family immigration in NZ. [ABSTRACT FROM AUTHOR]

Language policy and planning (LPP) has always drawn on research and scholarship in education as well as the social sciences in general (in particular sociology). Social theory has also figured as an important source of ideas and concepts, and critical LPP has arisen as a distinct strand of inquiry since the 1980s (Tollefson, in Planning language, planning inequality: language policy in the community. Longman, London, 1991; Tollefson (ed) Language policies in education: critical issues. Routledge, London, 2013). More recently, critical LPP researchers have begun to turn to political economy, as a source discipline, and neoliberalism, as a baseline concept, in the study of LPP-related phenomena and practices in a range of contexts (Ricento 2015; Tollefson & Pérez-Milans 2018). This paper examines how a critical political economy-oriented approach may be applied in a specific context, that of Catalonia, where most would agree that there has been a relatively successful recovery of a minority language situated in a larger nation-state structure traditionally dominated by a monolingual (Spanish) polity. This critical approach explores, on the one hand, how political economy—which examines the power relations that mutually constitute the production, distribution, and consumption of resources and the class relations that emerge within these processes—may be brought to bear on issues arising in the ongoing development of LPP in Catalonia. In addition, this critical approach is attentive to issues around race and ethnicity which inevitably arise in societies experiencing high levels of immigration, as has been the case in Catalonia over the past 25 years. This paper aims to bring these two strands together, examining how two key matters of interest in political economy today– inequality and class—intersect with race and ethnicity in the ongoing development of language policy in Catalonia, focussing specifically on the Barcelona metropolitan area. And further to this, it aims to understand how this intersectionality is, at the same time, intersected by the nexus of a Catalan national, cultural and linguistic identity emerging from the aforementioned relatively successful recovery of Catalan over the past several decades. [ABSTRACT FROM AUTHOR]

In this issue, I draw together two sets of papers, with apparently different agendas. Most of the original papers in this issue use various learning perspectives and research approaches to explore the challenges and affordances of digital games for learning science. Associated forum papers challenge the authors and us to critically examine our own approaches to developing learning resources that model experiential phenomena, analyzing data and making claims. I locate all these studies within Brian Sutton-Smith's philosophy of play. The other set of papers critically examines neo-liberalism and globalization within a consideration of the dimensions of science. I argue for a synergy between both sets of papers. [ABSTRACT FROM AUTHOR]

The message of neoliberal meritocratic discourse, prevalent today and spreading throughout Western societies, is simple: free, unregulated markets are meritocratic. This is a way of placing a veil of social justice (i.e., markets reward merit) over neoliberal ideas. The worrisome consequences attached to it are the moral legitimation of inequalities and the reduction of social value to market value. The dimension of care is among the many values sacrificed to the altar of neoliberal meritocratic discourse. While feminist scholarship has criticized neoliberalism for its marginalization of care (primarily unpaid household activity performed by women) and care work (poorly rewarded to attract intrinsically motivated care providers), little has been done to address neoliberal meritocracy. This paper aims to fill this gap by sustaining three theses: (1) free markets are not meritocratic domains; (2) a counter-narrative advocating for a society grounded on careocracy (meritocracy of care) fails to address problems of neoliberal meritocratic discourse; and (3) a fruitful counter-discourse is the isocratic one, with an isocratic society being one where the sources of social value are plural and discussed by citizens. [ABSTRACT FROM AUTHOR]

This article examines how Japanese university educators understand the role of Global Citizenship Education (GCE) in higher education. Data were collected by means of questionnaires and responsive interviews with 22 educators, then analyzed with the use of grounded theory and the constant comparative method. Four notions of GCE emerged from the data. The Japanese educators expressed the opinion that GCE must: (1) foster students' sense of social efficiency and economic growth; (2) enhance their English-language proficiency to prepare them for work in the global market; (3) encourage overseas experiences to support them in acquiring global consciousness; and (4) develop students' understanding of different countries. Based on the findings, the study suggests that educators' approaches to GCE in Japan are generally oriented toward neoliberal notions of GCE aimed at fostering global human resources rather than critical global citizens. In contrast, this paper concludes by proposing a critical framework informed by the values of critical pedagogy ingrained in social justice to teach GCE in Japanese universities. This approach to GCE challenges dominant neoliberal notions of the linkages between globalization and education and orients learners toward social justice. [ABSTRACT FROM AUTHOR]

This paper responds to calls from past and present students to increase the value of postgraduate scholarships in Aotearoa New Zealand. Here we provide context for understanding the scholarship landscape in Aotearoa, including how scholarships are understood in relation to dominant neoliberal framings of higher education and persistent inequities within the sector. We present data which provides insight into the current inequities in Summer, Masters and PhD scholarship values. The average value of PhD scholarships has remained stagnant between 2011 and 2019 resulting in the average being $11,238 less than the Living Wage in 2019. We show that the average length of time full-time PhD students take to complete their doctorates exceeds the three-year tenure of scholarships. We argue the status-quo of low scholarships, supplemented by postgraduate 'sweat', excludes people from participating in postgraduate education, preventing them and their communities from realising the public benefits that such an education can produce. We suggest that these inadequacies could be addressed through (1) raising Summer, Masters and PhD scholarships to the living wage; (2) extending tenure of PhD scholarships; and (3) reinstating the postgraduate student allowance. [ABSTRACT FROM AUTHOR]

This paper provides a critical reading of Janek Wasserman's The Marginal Revolutionaries: How Austrian Economists Fought the War of Ideas. Wasserman depicts the evolution of the Austrian School from the 1860s until today, a particularly illuminating narrative for the readers of this journal. The breadth of portrayed economists, their cultural embeddedness in Austrian and US contexts, and the complexity of configurations across the school's generations create a rich and readable story. The last third of the book suffers from allegations about the ideological agenda and institutional power of the Austrian economists which sometimes lack sufficient substantiation. The paper indicates how both in their theorizing and in their political activities, the Austrian economists can be seen as reformers instead of revolutionaries, and as constitutionalists instead of anti-democrats. Despite these disagreements, Wasserman's portrayals evoke largely fair and challenging impulses both to scholars working in the Austrian research program and to those interested in the Austrian School's long history, regardless of one's ideological positions. [ABSTRACT FROM AUTHOR]

How do urban professionals morally orient themselves toward their work to transform the built environment? Contemporary urban planning is a field that is defined by both a strong ethos of equity and social reform and a widely shared realization that the profession itself is relatively powerless. The question of whether justice can be planned, and whether exercises in planning can ever achieve just outcomes has been a perennial question facing progressive planners. A generation ago scholars of a critical bent made the persuasive case for "no." Yet planning continues, and the profession continues to attract and train equity-minded, reform-oriented individuals. This paper examines how planning theory and theorists reconcile their motivating civic visions and moral stances with constraints on practice that thwart their efforts to achieve a just society. We find that far from being naïve, planners adopt a reflexive, pragmatic morality that allows them to maintain normative commitments even in highly constrained environments. From this case, we argue for more attention to the moral work involved in professionals' formulation of strategies for environmental change. [ABSTRACT FROM AUTHOR]

In Anglophone neoliberal jurisdictions, policy highlights the private goods associated with higher education but largely neglects the sector's contributions to public good not measurable as economic values, including non-pecuniary individual benefits and collective social outcomes. Governments are silent on the existence and funding of most public goods. The paper reports on understandings of the public good role of higher education in England after nearly a decade of full marketisation. The study, part of a cross-national comparison of 11 countries, consisted of a review of major policy reports, and 24 semi-structured interviews in universities (13) and among higher education policy professionals (11) including regulators, national organisations and experts. England has no policy language for talking about outcomes of higher education other than attenuated performative outputs such as graduate salaries, research impact, knowledge exchange and widening participation, understood as individual access to education as a private good. Awareness of multiple public goods has been suppressed to justify successive fee increases and the imposition of a market in the centralised English system. This has coincided with a shift from direct government funding and collaborative stewardship by state and institutions, to student funding and top-down regulation. Nevertheless, most interviewees, including regulators, advocated an open-ended public good role and provided many examples of public goods in higher education, though the concepts lacked clarity. The policy notion of a zero-sum relation of private and public outcomes, corresponding to the split of private/public costs, was rejected in favour of a positive-sum relation of private and public outcomes. [ABSTRACT FROM AUTHOR]

Although scholars have noted the detrimental nature of the various changes in higher education prompted by neoliberalism, its impact on the experiences of international Higher Degree by Research (HDR) students has yet to be adequately studied. Informed by Bourdieu's concepts of doxa, field, habitus, and capital, this paper examines the ways in which neoliberalism as doxa in the Australian higher education field has colonised the perception and practice of Chinese international HDR students whilst some students were able to demonstrate resilience to the pervasive neoliberal practices. The paper draws on a larger qualitative research project including interviews with 18 Chinese HDR students from four Australian universities. Data suggest that Chinese HDR research students gradually developed intensified dispositions of self-reliance and self-exploitation in response to neoliberal academic practices whilst others were enculturated into a floating habitus (or vulnerable position) in relation to academic publishing as they attempted to negotiate the tensions across fields and over time. Data further reveal that some participants demonstrated resilience to neoliberalism when empowered by their supervisors with less utilitarian and more critically reflexive supervisory practices. The paper argues that the embrace of neoliberalism in the Australian higher education field has become widespread yet controversial, and that thinking and enacting resilience sociologically may de-neoliberalise the higher education field in Australia and beyond. [ABSTRACT FROM AUTHOR]

Universities focus on digital transformation strategy to stay competitive in global education, staying competitive is taking on quite a different meaning in the 21st century – it includes the long-term implications of Covid-19 – the interaction of politics and economics, the emergence of China as a superpower, the end of neoliberalism, the emergence of distributed autonomous organisations particularly in the area of research and education. The impact of sustainable digital transformation in universities could be perceived as system and systematic. When the intangible but impactful influence is identified/recognized as a system, an applicable conceptual model could become designable and implementable. Conceptual models of digital transformation are vital to universities and business schools to gain sustainability amid rapid technological changes. However, there is paucity of practical, implementable and simple digital transformational models combining technologies, system and educational phenomena. This theoretical gap is sizeable, impactful and non-ignorable. To fulfil this gap, this paper critically examines the need and the association between sustainable digital transformation and its impact in the universities, using an innovative qualitative grounded theory approach which uses three distinct coding procedures namely open, axial and selective followed by transcribing qualitative data. The researchers have proposed a conceptual model for sustainable digital transformation, new propositions by critically reviewing the latest but multiple cases on (a) sustainability (b) digital transformation (c) green technologies and (d) implementable approaches in the education industry/universities. How fast universities could develop dependable business models to cater for the rapid changes amid globalization of education has become an important issue. If the universities can explore a scientific approach to the design-developing conceptual model, then it becomes straightforward for the academic leaders to implement digital transformation process effectively without resource burnouts. The adoption sustainability in digital transformation/information technology is remaining an underdeveloped area. There is a need to develop an innovative architectural design (blueprint) to stimulate sustainable practice, reporting mechanism and its leadership implication. Once universities recognize the digital transformational capabilities, then they could transform into operational effectiveness, which is vital to their business sustainability. This research study points to the effectiveness of using a sustainable blueprint while designing, developing and implementing digital transformation projects in universities. Also, this paper developed numerous value propositions for green implementation of digital transformation as new research studies/potential studies. [ABSTRACT FROM AUTHOR]

Higher education systems are caught between two dynamic processes, one referring to economic value and the other to status value. Although these political rationalities are presented as part of a coherent programme of reform and 'modernization', they pull higher education systems and the actors within them in contradictory directions. Their impact can collectively be referred to as research selectivity, since these rationalities encompass both research performativity and institutional practices of recognition and reward and subjective strategies. In this paper, we first aim to map the dominant orientations of higher education studies research and how they reflect the relationship between neoliberalism and the restructuring of higher education systems and research infrastructure. Our reading shows that this is a significant context for inquiring into research selectivity as it is enacted and, at the same time, suggests that we need to pay attention to the privileging of existing centres of higher education research and the relative absence of sustained focus on research selectivity in the non-core regions of Europe. Secondly, the paper puts forward the case for a sustained research agenda that focuses specifically on the identification of the differential impact of processes of research selectivity in non-core regions of Europe, organized around three intersecting themes – linguistic, epistemological, and disciplinary impact. Arguing for the importance and relevance of this research agenda for empirical research in Europe and globally, the paper emphasizes that its main objective is to create a critical space within which we can, collectively, think higher education otherwise. [ABSTRACT FROM AUTHOR]

The global neoliberal discourse on Higher Education (HE) reform has become dominant in both the developed and developing worlds. The paper tackles the Egyptian HE reforms that have been produced in line with the global neoliberal discourse through the World Bank's (WB) funded reform projects. Through Foucauldian discourse and genealogical analysis, the study questioned, troubled, and de-naturalized the inevitability and persistence of the neoliberal discourse in Egyptian HE. Far from being deterministic and rational, the process of transfer of the global neoliberal discourse to Egyptian HE was embedded in the interaction of a number of discursive and structural selectivities as captured by the Strategic Relational Approach. On one hand, privatization, cost-sharing strategies, and quality assurance systems constituted the major policy reforms produced by the neoliberal discourse. On the other hand academic freedoms, university autonomy, and equitable access to HE have been discursively disallowed, de-problematized and excluded. The 25th of January revolution represented a discontinuity that threatened the collapse of the neoliberal discourse while the crushing of the revolution perpetuated and reinforced the neoliberal discourse reflecting a mutual relationship between neoliberal and authoritarian discourses and governmentalities. [ABSTRACT FROM AUTHOR]

This article concerns the problem of time pressures in higher education from the perspective of Newtonian (clock)time and pedagogical action. While most recent critiques of contemporary time pressures turn to alternative time theories in place of Newtonian temporality, the current paper outlines a way to conceive education from a Newtonian time perspective while also retaining theorizations of education as a form of cyclical and uncertain interaction. Time is theorized as changes in the immediate present which transform an uncertain and potential future to an evident and permanent past in a Newtonian-linear temporal framework. Education, on the other hand, is defined as pedagogical influence to foster student's human growth, demonstrated in a teaching–studying–learning relationship. Slow education theories and strategies are proposed as a way to reclaim time for education from the accelerative time policies of HE from within a linear time perspective instead of having to propose alternative time theories to 'free' education from its rootedness in the temporality of past, present, and future. [ABSTRACT FROM AUTHOR]

Megaprojects transform urban landscapes in many cities around the world and take the form of large development projects such as railways, bridges, ports, dams, shopping malls and iconic skyscrapers. For cities, megaprojects act as marketing and branding strategies, promoting a neoliberal quest to be internationally competitive as spaces of investment and consumption. Durban, like other cities, has also developed various megaprojects following the shift towards neoliberal urban development strategies. However, the benefits of megaprojects are increasingly being questioned; a large body of literature suggests that their benefits tend to be overestimated, while negative impacts and costs are underestimated. This paper contributes to this literature by examining the case of the proposed dig-out port in Durban. We argue that the planning process reveals that the project is likely to follow the "megaproject syndrome", resulting in negative socio-spatial impacts. We contend that the proposed dig-out port and other megaprojects in Durban reflect the neoliberal and entrepreneurial urban development strategies. [ABSTRACT FROM AUTHOR]

Education reforms are rarely successful or free of controversies. However, efforts to STEM-ify public education in the USA by positioning education in STEM fields and training of future workforce as the central purposes of public schooling is proving to be remarkably successful and devoid of contention. This paper explains the success of STEM-ification of public education in the USA by examining these reform efforts from the perspective of depoliticization. With special reference to the implementation of STEM reforms in the state of Georgia, USA, we analyze STEM reforms as a case of network governance to elaborate its features that contribute to its depoliticization. Then, we examine these reforms as a case where we see three concurrent modes of depoliticization—governmental, societal, and discursive. Our analysis presents the depoliticization of STEM reforms in the USA as an example of governance techniques in the current times that legitimize neoliberalism as the dominant political rationality with profound implications for the diminution of democratic space and perpetuation of injustices of misrepresentation in advanced societies. The paper ends with an appeal for repoliticization of STEM reforms and sustained attention to this issue among educators and researchers. [ABSTRACT FROM AUTHOR]

Increasing competition among research universities has spurred a race to recruit academic labor to staff research teams, graduate programs, and laboratories. Yet, often ignored is how such efforts entail negotiating a pervasive hierarchy of universities, where elite institutions in the West continue to attract the best students and researchers across the world. Based on qualitative interviews with 59 Singapore-based faculty, this paper demonstrates how migrant academics in competitive universities outside the West take on the burden of seeking other ways of attracting academic labor into their institutions, often resorting to ethnic and transnational ties to circumvent limits imposed by a hierarchical higher education landscape. Those unable to utilize these transnational strategies are less likely to maintain the pace of productivity expected by their institutions, heightening anxieties regarding tenure and promotion. In examining the Singapore case, this paper reveals the disjunctures between the increasing pressures of growing universities eager to compete in a global higher education system, and the everyday realities of academic production within these institutions. [ABSTRACT FROM AUTHOR]

Through a case study of a girl student, this paper attempts to draw linkages between science classroom, gender and the larger discourse on the economy and job market. The ideal science student is constructed through classroom interactions, and a particular ideal is fostered which is highlighted in this paper. This paper sets itself to locate the micro-processes such as the classroom interactions, pedagogy and textbooks in the larger macro-context of economy, social mobility and jobs. It draws from the critiques of meritocracy and neoliberal ideology to present the arguments. Through an ethnographic approach, the study focuses on the experiences of students in science classrooms. The school chosen is located in an urban context in India. Examples from the classroom interactions and discussions with the students reveal how certain kind of conduct is promoted in the classroom. Through the description of dreams and aspirations and notions of science and scientists of a girl student, this paper argues that the learning of science is situated in the context of globalisation and neoliberal ideology. The classrooms, pedagogy and notion of aspirations and mobility seem to foster this economic discourse. This paper points to the fact that there is a need for alternative approaches in the teaching of science. [ABSTRACT FROM AUTHOR]

Much of the literature on illegal labour focuses on the exploitation of illegal migrants and, by extension, the trafficking and smuggling networks that transport them to destination countries. Using evidence from two projects that investigated working conditions in the formal service economy, the paper presents evidence of 'off the books' work, illegal employment practices such as denial of benefits and the minimum wage, as well as work trials where labour is exploited for free. By considering political economic imperatives, this paper argues that employees in both the formal and informal economy are dispossessed of rights, pay, benefits and security in order for employers to profit by surplus value and the circulation of capital. The real 'organised crime' of illegal labour is neoliberal political economy and its decimation of employment protection. [ABSTRACT FROM AUTHOR]

The aim of this paper is to identify the politics of forest conservation—processes through which formal stewardship methods are legally enforced circumventing customary community rights to the forests. Drawing on an ethnographic fieldwork conducted in the Sundarban Biosphere Reserve of West Bengal, this paper discusses the ways in which such bureaucratic provisions of forest conservation shapes ideologies about human–wildlife conflicts in India. The paper draws on empirical lessons and provides observations on the different kinds of forest notifications and their impacts on the customary rights of the forest-dependent communities in the Sundarbans. Although it has been widely established that forest conservation adversely impacts local livelihoods and results in dispossession from subsistence resources, it is indeed imperative to understand that in legitimising forested landscapes as 'protected' and inviolate, survival of different communities is also at stake. [ABSTRACT FROM AUTHOR]

How do South Korea's developmental legacies influence its contemporary political economy? The discourse surrounding this question has tended to diverge over the extent to which South Korea's state-led developmental model has been supplanted by a market-led, neoliberal mode of political-economic organization. Though this debate has indeed fostered many important individual contributions, it has also yielded a muddled and ambiguous theoretical landscape. To clarify this cluttered terrain, this paper draws from recent advances in the study of neoliberalism to establish critical points of consonance between statist perspectives on Korean development and neoliberalism. To this end, it identifies key threads of continuity binding South Korea's developmental past with its neoliberal present. The paper finds that critical aspects of the developmental state's interaction with society, from coercion to ideological suasion, furnished elemental building blocks to those actively constructing a South Korean neoliberalism. Thus, exploring these historical contours produces a fresh means for apprehending the interactions of enduring statist developmental legacies with contemporary neoliberal reforms, both theoretically and empirically. As such, this study yields an improved set of conceptual tools for grasping the complex empirical phenomena shaping the interplay of neoliberalism, developmentalism, and democracy within contemporary South Korea. [ABSTRACT FROM AUTHOR]

This study investigates the motivation for Nigerian migration to Canada for undergraduate education, with a focus on parent-sponsored undergraduate Nigerian students in Canadian universities. Using a qualitative research methods approach, the study shows that middle-class and upper-class Nigerians send their children to Canadian universities for undergraduate education because the student visa provides employment opportunities for international students, during and after studies, and Canadian permanent residence upon graduation. It is demonstrated in the paper that migration for higher education fits the neoliberal agenda of the current Canadian immigration policies and practices that target "designer im/migrants," that is, im/migrants that are young, skilled, highly productive, educated, and self-sufficient. It is claimed throughout the paper that migration for higher education is not fortuitous for the parents and their wards and the Canadian state, as higher tuition paid by international students augments the declining public funding of post-secondary institutions in Canada and avails international students the opportunity of employment and permanent residence in Canada. The study in essence reveals the contradiction in the claim that the neoliberal state is a neutral entity as evidence shows that Canada's post-secondary institutions implement neoliberal programs with the aid of the Canadian state. [ABSTRACT FROM AUTHOR]

Inner-city school systems serving marginalized populations around the world are hindered by undemocratic and anti-public, political forces given global neoliberalism. This paper highlights a three-year case study of community organizers' efforts to resist such forces and increase school access, equity, and local control in Detroit, MI (USA). Authors emphasize how the leadership of African American mother organizers was particularly instrumental to positive change. Literature on educational activism, leadership, and community organizing help frame the organizational and political value of the organizers' efforts. In-depth interview, observation, and artifact data further reveal how the activist-mother-organizers, motivated by their spiritual beliefs and liberatory aims, guided effective educational reform campaigns to oppose school closure and cultivated critical hope among their fellow organizers through a process the authors name as "spiriting urban educational justice." Spiriting urban educational justice involves enacting border crossing and boundary spanning activities to navigate placed-based politics and seek educational equity with spiritual clarity and drive. Authors discuss how school and district leaders can learn from this process and collaborate with activist-organizers who serve as spiriters of justice to improve urban schools. [ABSTRACT FROM AUTHOR]

The establishment of the Palestinian Authority (PA) after the 1993 Oslo Accords opened doors for private local, and international, investments, mainly in real estate sector. This paper focuses on the case study of the city of Rawabi (hereafter, Rawabi), in the Ramallah and Al-Bireh governorate (R-AG). In such context, the urban boom has been influenced by the neoliberal market and new global realities, cultural fascinations, and technological advances. As argued by Jean Baudrillard, the engagement of the technology in the architecture industry not only enabled the emergence of new architectural typologies and meanings to market alternative models of "dream designs" but also has affected the boundaries between the real and the imagined. Following a qualitative ethnographic socio-spatial methodological approach, this study examines the city model of Rawabi, in reference to neoliberal policies, the investors' vision, emerging architectural typology, promoted readymade lifestyle, and residents' everyday lived reality. The study involves theories of selected literature on neoliberal policies and profit-driven urban development, hyperreality, and architectural industry to discuss the evolution of the commodified urban landscape in the Occupied Palestine and its impacts on the quality of living, accessibility and social inclusion. [ABSTRACT FROM AUTHOR]

Inspired by Torres-Olave and Bravo's original paper, entitled 'Facing Neoliberalism through Dialogic Spaces as Sites of Hopes in Science Education: Experiences of two Self-Organized Communities', the present essay considers potential contexts to resist neoliberal models of science education. This paper discusses affordances of themes and notions from domains of Science and Technology Studies (STS) to inform STEPWISE-informed pedagogies (Bencze 2017) that engage with (bio)political analyses of technoscience for social and environmental justice. Notions from STS highlighted include: 'sociotechnical imaginaries', 'emotive actants' and 'anthropocentric temporalities'. We illustrate these in relation to contemporary science and technology products and practices to highlight futures and subjects that they foreground and foreclose. We end by considering how such STS notions may extend areas of interest within science education (scholarship), through: 1) situating fields of (techno)science within their social and political sphere, 2) meeting future studies that seek to problematize individual perceptions of futures, 3) considering different forms of environmental activism beyond (personal) actions and 4) contributing to an 'affective' science education. [ABSTRACT FROM AUTHOR]

Widening participation (WP) in Higher Education (HE) is often positioned as key to resolving social inequality; it underpins arguments that increasing levels of education lead to reduced levels of poverty. Located within the tension of duty and need, WP is positioned as both the responsibility of the University and a financial imperative. This paper considers the student experience of this tension, specifically the contradictions between discourses of equality and diversity and neoliberal conceptualisations of HE as market. Drawing upon qualitative research conducted during the closure of a WP satellite campus, the paper explores the consequences of the withdrawal of HE provision for 'local' students. Utilising focus group methodologies to develop an approach for 'thinking with' seven WP students, the paper explores the material, social and affective contexts within which students experience university in their 'hometown'. Foregrounding participants' critical understanding of their 'place' within a marketised HE sector, we consider the formation of student identity as a site of struggles for value. We argue, the closure of satellite campuses must be understood within the context of deepening social-spatial inequalities. Developing a critique of individualised constructions of 'social mobility', we outline an alternative imaginary of HE as an intergenerational community resource. [ABSTRACT FROM AUTHOR]

This paper explores the underlying factors behind the collapse of commercial archaeology in Spain, with implications for other international contexts. It contributes to the current global debate about heritage ethics, adding nuance and conceptual depth to critical management studies and cultural heritage management in their approach to business ethics. Similar to other European contexts, Spanish archaeological management thrived during the 1990s and 2000s as a business model based on policies directed at safeguarding cultural heritage. The model had controversial ethical implications at academic, policy and business levels. However, the global financial crisis of 2008 had a huge impact on this sector, and more than 70% of the Spanish archaeological companies closed by 2017. Drawing on the concepts of abstract narratives, functional stupidity and corporatist neoliberalism, this paper illustrates the need to examine ethical issues from a pragmatic standpoint, beyond epistemological and moralistic critiques of profit-oriented businesses in the cultural realm. In doing so, it connects the fields of cultural heritage and management studies, opening up hitherto unexplored strands of research and debate. [ABSTRACT FROM AUTHOR]

Contemporarily, universities are perceived as neoliberal entities, self-absorbed, driven by corporate interests, markets and economic goals, rather than perceived as providing a public good, concerned for the wider world (del Cerro Santamaria in Review of European Studies, 12(1), 22–38, 2020). This perception of universities as individualised communities rather than collective communities (Rousseau in Social Currents, 7(5), 395–401, 2020) accentuates the responsibilisation of individuals who are viewed as responsible for solving their own problems (Martinez and Garcia in What is neoliberalism, 2000), including ensuring their own safety (Garland in The British Journal of Criminology, 36(4), 445–471, 1996). Set against this social-political backdrop, this paper, using data from an online survey about students' perceptions of on-campus safety at a university in the north of England, shows how some students, particularly women students, view others as dangerous, rather than view them as vulnerable groups who are residing on the margins of an inequitable society. The porous borders of the university campuses amplify some students' perceptions of dangerous others and students' suggestions for campus security to keep out such others arguably serve to aggravate rather than relieve their perceptions of unsafety. Yet the porous borders of the campuses should be seen as advantageous because an ecological university can connect its students to the wider world to help facilitate care for the other (Barnett in The ecological university, 2018). In doing so, this may enhance students' own sense of well-being and safety in the urban environment. This is a timely argument amidst a global pandemic, where the university restricts access to unauthorised others and, in doing so, facilitates the makings of an exclusive community. [ABSTRACT FROM AUTHOR]

Indigenous and immigrant communities have both been targeted by the Canadian government with employment interventions as a means of integration and assimilation. This article examines an employment program run by an immigrant settlement agency in Saskatoon, Canada, that brings Indigenous people and immigrants together to build their employment skills and learn about each other's cultures. Through participant observation, interviews, and sharing circles, I analyze the possibilities for building solidarity and resistance to neoliberalism within the structure of a state-funded program. I build on Simpson's (2016; 2018) concept of constellations of co-resistance to analyze the possibilities and limitations of resistance within the shadow state. While the program does adhere to some typical neoliberal "soft skill" development, both staff and participants negotiate within the constraints of the shadow state to enact resistance. This resistance to settler colonialism is expressed through a framework of healing: program staff draw from Indigenous knowledge to build interdependency and kinship between Indigenous people and immigrants as a means toward employment. This paper's conceptual intervention is a synthesis of scholarship on assimilation of Indigenous people and integration of immigrants through employment training, and contrasting it with constellations of co-resistance. In doing so, I show that resistance to the state's assimilationist aims is possible through alliances between Indigenous people and immigrants, but there are limits to the extent of resistance because of the shadow state structure. [ABSTRACT FROM AUTHOR]

Effective stakeholder collaboration plays an integral part in addressing emerging issues concerning building the resilience of urban areas. In practice, however, stakeholder collaboration remains ineffective and insufficient. This paper argues that a pragmatic form of stakeholder collaboration is required to address issues of power imbalance in neoliberal urban governance and to effectively build robust partnerships among key actors in constructing sustainable and resilient urban areas in the Global South. Through the lens of stakeholder theory, this study aims to (1) identify key roles of the main actors for building urban resilience in Phnom Penh city, (2) explore practical mechanisms that can assist stakeholders to better collaborate, and (3) examine the main opportunities and challenges for promoting stakeholder collaboration. Using qualitative methods, key findings reveal that increasing grassroots public forums, supporting the involvement of government figures in local projects, and formulating a conducive and transparent governance system are required to underpin stakeholders' active involvement and mobilise their inputs in constructing urban resilience. We explain how the process of stakeholder collaboration is impeded by poor local understanding, livelihood constraints, insufficient information sharing and lack of coordination. [ABSTRACT FROM AUTHOR]

This paper revisits the rise of industrial unionism in Korea in the wake of the 1997 financial crisis at the turn of the twenty-first century. By closely investigating the reorganization of labour unionism in the context of neoliberalization, it challenges the alleged converging impact of neoliberal rhetoric or hegemony on industrial relations. To this end, this paper raises following substantive questions: How far did Korea's industrial unionism advance under the new economic circumstances and how stable was it? More importantly, what were the fundamental factors behind such re-formation of labour unions? This paper finds that the transformation of labour unions in Korea is a mixture of the rise of industrial unionism and the persistence of enterprise unionism, that is to say a precarious progress of industrial unionism. It argues that behind the unstable development of industrial unionism in Korea were state-fostered legacy of power imbalance within labour in favour of enterprise unions, especially at chaebols, and continuing state intervention in the re-formation of labour unions in the neoliberal era. Finally, it argues that the seemingly sweeping neoliberal rhetoric or hegemony does not override the long-standing political-economic institutions of industrial relations and the leverage of the state, but it is filtered and reified by them. [ABSTRACT FROM AUTHOR]

Personal responsibility has emerged as an important element in many countries' public health planning, and has attracted substantial debate in public health discourse. Contemporary medical sociology typically resists such "responsibilization" as victim-blaming, by privileged elites, that obscures important structural factors and inequities. This paper, based primarily on a broad review of how contemporary Anglophone medical sociology literatures treat responsibility and blame, points out advantages of taking responsibility seriously, particularly from the individual's perspective. These advantages include: empowerment; responsibility-as-coping-mechanism; moral dignity; and the pragmatic logic of doing for oneself, rather than passively awaiting societal reforms. We also offer possible reasons why sociologists and their subjects view these issues so differently, and suggest some areas for future research. [ABSTRACT FROM AUTHOR]

The paper examines the unending crises in higher education in Zimbabwe by situating the discussion in neoliberal theories and literature. Authoritarian classic neoliberalism, neopatrimonial neoliberalism, and kleptocratic neoliberalism are the three neoliberal strains utilized to interpret and discuss views from Southern African academics, specifically from Zimbabwe's university community. A recent survey study captured the experiences and perspectives of university teachers. Focusing on research and related academic activities, the paper examines and highlights the academe's challenging experiences. The paper identifies areas of academic research and pedagogy that have deteriorated because of the adoption of authoritarian neoliberalism. The discussion is located within a critical perspective that considers neoliberalism as an authoritarian ideology enforced on peripheral countries by the Global North and adopted in various forms by ruling elites in the non-Western world. The conclusion is that there is a complete failure of Zimbabwe's current economic and political trajectories resulting in the unending circle of crises in university education. Recommendations are suggested that question the logic of deploying neoliberal policies in peripheral countries such as Zimbabwe. [ABSTRACT FROM AUTHOR]

This paper provides a critical reading of Quinn Slobodian's "Globalists: The End of Empire and the Birth of Neoliberalism". Slobodian's narrative centers around the concept of a "Geneva School" of economists and lawyers who, from the 1930s to the 1990s, shaped the international economic order through activities in Genevan institutions. The paper shows in what ways the book constitutes a highly stimulating challenge for readers who align normatively with the characters portrayed by Slobodian. Despite some weaknesses in its historiographical construction, the Geneva School is interpreted as an innovative contribution to the neoliberalism literature. The critical remarks on the book are embedded in posing an overarching question: In what ways can globalists like the author of the paper and moderate critics of globalism like Slobodian enter a fruitful conversation about improving the deficiencies of the global politico-economic order, especially in light of the far-left and far-right critique of globalism in recent years. [ABSTRACT FROM AUTHOR]

The paper aims to discuss how school psychology broadly is influenced by neoliberalism. Neoliberalism has attracted great attention among sociologists and economist, but less so among psychologists. This is a paradox since the psychological reach of neoliberalism is massive. The paper analyzes how new (neoliberal) school reforms place new professional demands on schools and therefore also new kinds of professional demands on school psychologists. Among other things, it is discussed whether the notion of resilience can act as a future guiding principle for school psychologists. The paper concludes with three suggestions as to how school psychologists can cope with some of the challenges imposed by neoliberalism. I suggest that school psychologists; 1) have to start asking educational questions to educational matters, 2) that they have to be aware of the political aspects of school psychology and 3) that they start acting against the corrosion of professional identity. [ABSTRACT FROM AUTHOR]

Based on Bulawayo, the second largest city in Zimbabwe, this paper shows that the growth of urban informality can be explained by shifts in the Zimbabwean economy. These shifts include the corporatist socialist ideology phase (1980-1989), the era of neoliberal economic policies (1990-1997) and the return to restrictionism and reign of predatory politics (1998-present). Instead of triggering economic growth, these changes led to falling industrial production and declining levels of growth, leading to unemployment. This provided a fertile ground for the growth of the informal sector, such as informal street traders (informal traders). Utilising a qualitative study of 200 informal street traders in Bulawayo, who were purposively sampled between June and December 2013, the paper argues that the presence of such traders in Bulawayo is a form of both covert and overt resistance to the local and central government. Such a response by the informal traders highlights resistance and resilience, first to the economic crisis and secondly to the local and central government, which failed to meet their employment needs. This resistance has taken surreptitious forms, such as dodging municipality police patrols or staying hidden from the regulatory regimes (weapons of the weak), but has also graduated beyond this, taking the form of open defiance of and resorting to legal means to fight the regulatory regimes (beyond weapons of the weak). In this way, the paper offers a nuanced analysis of the enduring presence of street traders in a setting where there is a vibrant and repressive regulatory regime. Further, because urban informality is an integral part of urbanisation in the Global South, there is need for strategies that progressively integrate these economic actors. [ABSTRACT FROM AUTHOR]