Hindawi Publishing Corporation ISRN Education Volume 2013, Article ID 108705, 8 pages http://dx.doi.org/10.1155/2013/108705
Review Article Neoliberalism, the Knowledge Economy, and the Learner: Challenging the Inevitability of the Commodified Self as an Outcome of Education Fiona Patrick School of Education, University of Glasgow, St. Andrew’s Building, 11 Eldon Street, Glasgow G3 6NH, UK Correspondence should be addressed to Fiona Patrick; fiona.patrick@glasgow.ac.uk Received 28 February 2013; Accepted 4 April 2013 Academic Editors: T. A. Betts, T. Carvalho, and R. Pasnak Copyright © 2013 Fiona Patrick. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Neoliberalism is now a globalised agenda that underpins educational strategy and policy in many nations. The evolution of the concept of the knowledge economy and of the knowledge worker has been allied to the rise of neoliberalism as an end with respect to educational processes. This review article considers the ways in which constructs of the knowledge economy within a neoliberal agenda have given rise to specific discourses and conceptualisations of educational outcomes and aims. In particular, the value of knowledge and learning within neoliberal constructions of education will be discussed. The positioning within these constructions of the learner as a reification of economic capital will also be explored. This paper argues for a reconsideration of the purposes of education if the commodified self is to be resisted.
1. Introduction There is a considerable body of literature which explores the effects of neoliberalism on education policy and practice [1– 5]. Despite this body of critique, neoliberalism has moved beyond a hegemonic set of discourses and practices to achieve the status of a doxa, that is, “an unquestionable orthodoxy that operates as if it were the objective truth” [6, page 419]. In addition, neoliberalism can be coupled with another set of discourses: those of globalisation and the knowledge economy. Taken together, these three ideological constructs exert considerable shaping force on education systems in many developed and developing countries to the point where it can seem futile to argue that their effects may not constitute either educational or economic good. However, it is important to continue to raise questions about the influence of neoliberalism on educational aims, policies, and processes. Without this exploration there is a risk that neoliberal ideologies will remain entrenched while the aims of education are eroded to a set of functionalist outcomes. To consider these issues, this review article will discuss the ways in which neoliberalism as a globalised ideology interacts with constructs of the knowledge economy to give
rise to specific conceptualisations of educational outcomes and aims. In particular, the commodification of education and the commodification of the learner as potential knowledge worker will be of interest. Despite the depth of literature on neoliberalism, there is a need to consider further how neoliberal policy shapes the selves of learners and how these selves are positioned within the overall aims of education. This is an important aspect of contemporary debate, given the continuing tendency for neoliberal policy to position individuals as future workers [7] and to assert the primacy of education as the means to this end.
2. Conducting the Review The value of reviewing a mature topic such as neoliberalism and its influence on education lies in the opportunity to reconsider aspects that warrant fuller understanding [8]. To enable this, an analytic literature review was conducted to explore and extend existing theory [9] relating to neoliberalism and the knowledge economy. Initially, the review was carried out following four research stages to search, map, clarify, and appraise the literature [10] across a range of peer-reviewed texts. A qualitative analytic approach [11] was