Who drives the drivers? Technology as ideology of global educational reform

Petar Jandrić, Sarah L Hayes

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

This chapter begins by clarifying the use of the term “neoliberal patterns of governance”. It discusses the notion of governmentality as a powerful driver of neoliberalism, in creating so‐called “self‐managed” subjects. The chapter draws attention to a curious contradiction in this logic. It demonstrates how policy texts, that appear to bring new ideas and forms of knowledge, simply reinforce an ongoing and alarming tendency to drive out human characteristics. With reference to a corpus‐based Critical Discourse Analysis (CDA), the chapter reveals powerful ideological underpinnings of technological references in global higher education (HE) policy documents. It shows the grounding of these texts in particular epistemological assumptions, and reveals how these translate into concrete policies. The chapter explores further routes through the question of “who drives the drivers?” It seeks to intervene subversively at several levels into the current discourse of global educational reform.
Original languageEnglish
Title of host publicationHandbook of Global Educational Reform
PublisherWiley-Blackwell
Chapter15
Pages307-322
ISBN (Electronic)9781119082316
ISBN (Print)9781119083078
DOIs
Publication statusPublished - 11 Oct 2018

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    Jandrić, P., & Hayes, S. L. (2018). Who drives the drivers? Technology as ideology of global educational reform. In Handbook of Global Educational Reform (pp. 307-322). Wiley-Blackwell. https://doi.org/10.1002/9781119082316.ch15