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Archive for November 5th, 2017

Smith, R.
The emergence of the quantified child
(2017) Discourse, 38 (5), pp. 701-712.

DOI: 10.1080/01596306.2015.1136269

Abstract
Using document analysis, this paper examines the historical emergence of the quantified child, revealing how the collection and use of data has become normalized through legitimizing discourses. First, following in the traditions of Foucault’s genealogy and studies examining the sociology of numbers, this paper traces the evolution of data collection in a range of significant education policy documents. Second, a word count analysis was used to further substantiate the claim that data collection and use has been increasingly normalized through legitimizing discourses and routine actions in educational settings. These analyses provide evidence that the need to quantify educational practices has been justified over long periods of time through a variety of documents and that the extent to which data governs educators’ thoughts, discourses, and actions has dramatically increased during the past century. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Author Keywords
Data; educational discourse; educational policy; genealogy; history of education; sociology of numbers; testing

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Lloro-Bidart, T.
Neoliberal and disciplinary environmentality and ‘sustainable seafood’ consumption: storying environmentally responsible action
(2017) Environmental Education Research, 23 (8), pp. 1182-1199.

DOI: 10.1080/13504622.2015.1105198

Abstract
This article invokes a neoliberal and disciplinary governmentality lens in a political ecology of education framework to analyze educational programming at Long Beach, California’s Aquarium of the Pacific. I begin by briefly describing governmentality as Foucault and neo-Foucauldian scholars have theorized the concept, followed by a discussion of the emergence of green governmentality and environmentality in political ecology. Next, I invoke a political ecology of education framework informed by neoliberal and disciplinary environmentality to analyze institutional and teaching practice at the Aquarium. In this analysis, I demonstrate how the institution’s funding structure, placement within the entertainment markets of the southern California area, and commitment to ocean conservation education all influence how the Aquarium conceptualizes itself and its work. I focus on the case of the Blue Cavern Show and the Seafood for the Future program, which work in tandem to define a problem (declining fish stocks; possible seafood shortages) and then structure a neoliberal solution through the market (sustainable seafood consumption). I conclude by discussing the implications of this research for environmental education, which include unpacking how neoliberalism impacts teaching practice, especially as it relates to notions of framing environmentally responsible action. © 2015 Taylor & Francis.

Author Keywords
informal education; neoliberalism; political ecology; zoos

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