+44 (0)1509 263171
Please use this identifier to cite or link to this item:
|Title: ||Neoliberalism, policy localisation and idealised subjects: a case study on educational restructuring in England|
|Authors: ||Holloway, Sarah L.|
|Issue Date: ||2012|
|Publisher: ||Published by Wiley-Blackwell for Royal Geographical Society (with the Institute of British Geographers) / © 2012 The Authors|
|Citation: ||HOLLOWAY, S.L. and PIMLOTT-WILSON, H., 2012. Neoliberalism, policy localisation and idealised subjects: a case study on educational restructuring in England. Transactions of the Institute of British Geographers, 37(4), pp.639-654.|
|Abstract: ||Debate about neoliberalism has been a defining drama of twenty-first century geography. Appreciation of the contingent nature of neoliberalization has promoted interest in the localization of policy, and this paper furthers debate in three ways. Firstly, it highlights the importance of the peopling of the state and more specifically the importance of everyday public sector workers in the localized production of roll-out neoliberalization. Secondly, it illustrates the significance of these actors’ ideas about idealised policy subjects -- and the ways they relate these to their own client groups in different socio-economic neighbourhoods -- in the localised emergence of policy. Thirdly, it explores the consequences of this for geographically and socially uneven service provision under neoliberalization.
These arguments are illustrated through a case study focus on educational restructuring under New Labour. Our focus is on the Extended Service initiative which combines workfare and family policy agenda by giving primary schools a duty provide/signpost: wraparound childcare; enrichment activities for children; and parenting support. The case study explores how headteachers’ understandings of idealised neoliberal parenting subject positions, and their notions of ideal childhoods, shape their attitudes to the implementation of this programme in schools serving different socio-economic communities. This process not only involves the reproduction of classed, (de)gendered, and heterosexed discourses seen in national policy, but also moments where local actors draw on alternative models of parenting and/or childhood to influence school-based policy, with the result that what is perceived to be ‘good’ for families of one social class is not seen to be so for others. There is a complex politics at play here. Academics must both expose the class biases inherent in neoliberal policies, at the same time as they work as ‘critical friends’ in improving public service provision which impacts positively on some individuals’ lives.|
|Description: ||This article was accepted for publication in the Transactions of the Institute of British Geographers: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1475-5661|
|Version: ||Accepted for publication|
|Publisher Link: ||http://dx.doi.org/10.1111/j.1475-5661.2011.00498.x|
|Appears in Collections:||Published Articles (Geography)|
Files associated with this item:
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.