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Dystopian social theory and education

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Warmington, Paul (2015) Dystopian social theory and education. Educational Theory, 65 (3). pp. 265-281. doi:10.1111/edth.12112

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Official URL: http://dx.doi.org/10.1111/edth.12112

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Abstract

In this article Paul Warmington examines the dystopian analyses pervading recent work by David Blacker, John Marsh, and Pauline Lipman. Their unsettling depictions of education under late capitalism bear witness to irreversible economic and environmental malaise, the colonization of education by neoliberalism, and the unsustainability of faith in education as the driver of economic security and social mobility. In reality, our education systems are now barely able to mask the fact that increasing numbers of people are being fitted for dispensability, that is, elimination from the socio-educational mainstream. These three authors return neo-Marxist structural theory to us in chastened form. They acknowledge the lessons of cultural studies, feminism, and critical theories of race, but they are unafraid to suggest that correspondence, determinism, and pessimism may again need to enter our theoretical worldviews. However, their pessimism has political value. Rather than defeating us, it may become the imperative for political and educational change.

Item Type: Journal Article
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Journal or Publication Title: Educational Theory
Publisher: Wiley-Blackwell Publishing, Inc.
ISSN: 0013-2004
Official Date: June 2015
Dates:
DateEvent
June 2015Published
25 May 2015Available
Volume: 65
Number: 3
Page Range: pp. 265-281
DOI: 10.1111/edth.12112
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access

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