Educational relationships, reflexivity and values in a time of global economic fundamentalism
Lea, Sue (2010) Educational relationships, reflexivity and values in a time of global economic fundamentalism. Critical and Reflective Practice in Education, 2. ISSN 2040-4735
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Abstract
This paper employs a critical ethnographic approach to reflexively explore the impact of global change on local practices in a small higher education institution in England. It explores how both teachers and learners are becoming unconsciously positioned in contradictory discourses which are driving changes in the identities of each. Having explored the contradictions embedded with global neoliberal discourse it goes on to explore their potential, and actual impact, on learning relationships and learning cultures at the local level. The paper concludes that if we fail to struggle to maintain a notion of values at the heart of learning and teaching relationships that there is little prospect of building sustainable learning cultures. Finally the paper offers a vision of learners and teachers working together to challenge dominant discourses and to develop and sustain learning relationships which are built on a shared commitment to emancipatory educational values. This counter-discourse will involve real freedoms based on informed choices which span the personal, cultural and structural domains of educational practice.
| Item Type: | Article |
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| Keywords: | Sustainable learning cultures, learning relationships, emancipatory educational values, global neoliberal discourse, global economic fundamentalism, educational practice |
| Depositing User: | Ms Raisa Burton |
| Date Deposited: | 22 Jul 2020 14:04 |
| Last Modified: | 22 Jul 2020 14:04 |
| URI: | https://marjon.repository.guildhe.ac.uk/id/eprint/17588 |
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