Oslobađanje od tržišne slobode: promišljanje emancipatornog potencijala obrazovanja u eri neoliberalizma
Liberation from market freedom: rethinking the emancipatory potential of education in neoliberal era
Аутори
Krnjaja, ŽivkaPurešević, Dragana
Остала ауторства
Velinov, MarijaMevorah, Vera
Krstić, Predrag
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Biti samostalan i kompetentan pojedinac jedna je od glavnih premisa
globalnog trenda u obrazovanju koji se temelji na neoliberalnom narativu. Međutim, ideje samostalnosti i kompetentnosti, zaražene neoliberalnim genom, otvaraju Pandorinu kutiju čiji sadržaji tvore fabričke trake
obrazovnih institucija u službi reprodukovanja i održavanja neoliberalnih
vrednosti. Složićemo se da je opasno kada se obrazovanje instrumentalizuje i svede na oblikovanje konkurentnog pojedinca za tržište rada.
Međutim, koliko god nam golicalo prste da zalepimo još jednu etiketu
neoliberalizmu (bez obzira da li ga posmatramo kao ideologiju, političku
praksu ili kako Dejvid Harvi kaže – politički projekat) i optužimo ga za
sunovrat obrazovanja, moramo sebe zaustaviti. Ovim radom nastojimo
da ostanemo odgovorni prema napisanom i ne skliznemo u naivno, nekonstruktivno i nekritičko odnošenje prema neoliberalnoj stvarnosti koja
nikada nije (kao što ništa i nije) crno-bela. Neoliberalizam ima različita
obl...ičja, uslovljena mnogim društvenim, ekonomskim, kulturnim i istorijskim faktorima. Vreme ga je oblikovalo i napravilo fleksibilnijim, inovativnijim i prilagodljivim u različitim kontekstima, sposobnim da kritike
na sopstveni račun integriše u svoj način funkcionisanja. Upravo zbog
promenljivosti neoliberalizma, više nego ikada neophodno je preispitati
šta znači emancipatorski potencijal obrazovanja u ovakvom kontekstu.
Svesni smo da je emancipacija kao pojam prilično ,,potrošena“ i učestalo
svedena na jednostrani prosvetiteljski narativ, ali u kontekstu koji smo
nagovestili, emancipacija mora biti više od toga. Time ukazujemo na još
jedno žarište ovog rada – šta je to ,,više“, i možemo li jednom za svagda
reći u čemu leži emancipatorski potencijal obrazovanja, ili nam predstoji
da iznova i iznova tragamo za odgovorom na ovo pitanje, gradimo ga i
oslobađamo u živim odnosima sa drugima? Jedino izvesno je da se ne
smemo povući i čekati ,,neka bolja vremena” – jer ona neće čekati nas.
U vremenu koje imamo – u eri neoliberalizma – moramo otvarati nove
perspektive i tragati za načinima da mehanizme koji su nam na raspolaganju angažujemo u stvaranju novih mogućnosti zajedničkog življenja.
Being independent and competent individual is one of the main premises of the global trend in education based on the neoliberal narrative.
However, the ideas of independence and competence, infected with
the neoliberal gene, opens the Pandora’s Box, whose contents shape
assembly lines of educational institutions in favor of reproducing and
maintaining neoliberal values. We will all agree that is dangerous when
education is instrumentalized and reduced to shaping competitive individuals for the labor market. However, as much as we find it appealing to
stick another label to neoliberalism (whether we regard it as an ideology,
a political practice, or as David Harvey says – a political project) and
accuse it for failure of education, we must stop ourselves. Through this
work, we strive to remain responsible to the written word, and not to slip
into a naive, unconstructive and uncritical attitude towards neoliberal
reality that is never (as nothing is) black or white. Neoliberal...ism takes
many forms, conditioned by many social, economic, cultural and historical factors. The time passed has shaped it and made it more flexible, innovative and adaptable in different contexts, able to integrate criticism
into its way of functioning. Because of this variability of neoliberalism,
it is necessary, more than ever, to reconsider what is the emancipatory
potential of education in such context. We are aware that emancipation
as a term is rather “worn out” and is often reduced to a one-sided enlightenment narrative, but in the context that we have indicated, emancipation must be more than that. With this we point out to another focus
of this work – what is “more”, and can we once and for all say what is
the emancipatory potential of education, or do we have to search again
and again to find the answer to this question, to build it and liberate it in
relationships with others? The only certain thing is that we should not go
back and wait for “some better days to come” – because it will not wait
for us. In the present time – the era of neoliberalism – we must open up
new perspectives and look for ways to engage mechanisms that
Кључне речи:
neoliberalizam / emancipacija / obrazovanje / neoliberalism / emancipation / educationИзвор:
Čemu još obrazovanje/ Why still education, 2020, 42-42Издавач:
- Institut za filozofiju i društvenu teoriju, Univerzitet u Beogradu
Институција/група
Pedagogija / PedagogyTY - CONF AU - Krnjaja, Živka AU - Purešević, Dragana PY - 2020 UR - http://reff.f.bg.ac.rs/handle/123456789/5762 AB - Biti samostalan i kompetentan pojedinac jedna je od glavnih premisa globalnog trenda u obrazovanju koji se temelji na neoliberalnom narativu. Međutim, ideje samostalnosti i kompetentnosti, zaražene neoliberalnim genom, otvaraju Pandorinu kutiju čiji sadržaji tvore fabričke trake obrazovnih institucija u službi reprodukovanja i održavanja neoliberalnih vrednosti. Složićemo se da je opasno kada se obrazovanje instrumentalizuje i svede na oblikovanje konkurentnog pojedinca za tržište rada. Međutim, koliko god nam golicalo prste da zalepimo još jednu etiketu neoliberalizmu (bez obzira da li ga posmatramo kao ideologiju, političku praksu ili kako Dejvid Harvi kaže – politički projekat) i optužimo ga za sunovrat obrazovanja, moramo sebe zaustaviti. Ovim radom nastojimo da ostanemo odgovorni prema napisanom i ne skliznemo u naivno, nekonstruktivno i nekritičko odnošenje prema neoliberalnoj stvarnosti koja nikada nije (kao što ništa i nije) crno-bela. Neoliberalizam ima različita obličja, uslovljena mnogim društvenim, ekonomskim, kulturnim i istorijskim faktorima. Vreme ga je oblikovalo i napravilo fleksibilnijim, inovativnijim i prilagodljivim u različitim kontekstima, sposobnim da kritike na sopstveni račun integriše u svoj način funkcionisanja. Upravo zbog promenljivosti neoliberalizma, više nego ikada neophodno je preispitati šta znači emancipatorski potencijal obrazovanja u ovakvom kontekstu. Svesni smo da je emancipacija kao pojam prilično ,,potrošena“ i učestalo svedena na jednostrani prosvetiteljski narativ, ali u kontekstu koji smo nagovestili, emancipacija mora biti više od toga. Time ukazujemo na još jedno žarište ovog rada – šta je to ,,više“, i možemo li jednom za svagda reći u čemu leži emancipatorski potencijal obrazovanja, ili nam predstoji da iznova i iznova tragamo za odgovorom na ovo pitanje, gradimo ga i oslobađamo u živim odnosima sa drugima? Jedino izvesno je da se ne smemo povući i čekati ,,neka bolja vremena” – jer ona neće čekati nas. U vremenu koje imamo – u eri neoliberalizma – moramo otvarati nove perspektive i tragati za načinima da mehanizme koji su nam na raspolaganju angažujemo u stvaranju novih mogućnosti zajedničkog življenja. AB - Being independent and competent individual is one of the main premises of the global trend in education based on the neoliberal narrative. However, the ideas of independence and competence, infected with the neoliberal gene, opens the Pandora’s Box, whose contents shape assembly lines of educational institutions in favor of reproducing and maintaining neoliberal values. We will all agree that is dangerous when education is instrumentalized and reduced to shaping competitive individuals for the labor market. However, as much as we find it appealing to stick another label to neoliberalism (whether we regard it as an ideology, a political practice, or as David Harvey says – a political project) and accuse it for failure of education, we must stop ourselves. Through this work, we strive to remain responsible to the written word, and not to slip into a naive, unconstructive and uncritical attitude towards neoliberal reality that is never (as nothing is) black or white. Neoliberalism takes many forms, conditioned by many social, economic, cultural and historical factors. The time passed has shaped it and made it more flexible, innovative and adaptable in different contexts, able to integrate criticism into its way of functioning. Because of this variability of neoliberalism, it is necessary, more than ever, to reconsider what is the emancipatory potential of education in such context. We are aware that emancipation as a term is rather “worn out” and is often reduced to a one-sided enlightenment narrative, but in the context that we have indicated, emancipation must be more than that. With this we point out to another focus of this work – what is “more”, and can we once and for all say what is the emancipatory potential of education, or do we have to search again and again to find the answer to this question, to build it and liberate it in relationships with others? The only certain thing is that we should not go back and wait for “some better days to come” – because it will not wait for us. In the present time – the era of neoliberalism – we must open up new perspectives and look for ways to engage mechanisms that PB - Institut za filozofiju i društvenu teoriju, Univerzitet u Beogradu C3 - Čemu još obrazovanje/ Why still education T1 - Oslobađanje od tržišne slobode: promišljanje emancipatornog potencijala obrazovanja u eri neoliberalizma T1 - Liberation from market freedom: rethinking the emancipatory potential of education in neoliberal era EP - 42 SP - 42 UR - https://hdl.handle.net/21.15107/rcub_reff_5762 ER -
@conference{ author = "Krnjaja, Živka and Purešević, Dragana", year = "2020", abstract = "Biti samostalan i kompetentan pojedinac jedna je od glavnih premisa globalnog trenda u obrazovanju koji se temelji na neoliberalnom narativu. Međutim, ideje samostalnosti i kompetentnosti, zaražene neoliberalnim genom, otvaraju Pandorinu kutiju čiji sadržaji tvore fabričke trake obrazovnih institucija u službi reprodukovanja i održavanja neoliberalnih vrednosti. Složićemo se da je opasno kada se obrazovanje instrumentalizuje i svede na oblikovanje konkurentnog pojedinca za tržište rada. Međutim, koliko god nam golicalo prste da zalepimo još jednu etiketu neoliberalizmu (bez obzira da li ga posmatramo kao ideologiju, političku praksu ili kako Dejvid Harvi kaže – politički projekat) i optužimo ga za sunovrat obrazovanja, moramo sebe zaustaviti. Ovim radom nastojimo da ostanemo odgovorni prema napisanom i ne skliznemo u naivno, nekonstruktivno i nekritičko odnošenje prema neoliberalnoj stvarnosti koja nikada nije (kao što ništa i nije) crno-bela. Neoliberalizam ima različita obličja, uslovljena mnogim društvenim, ekonomskim, kulturnim i istorijskim faktorima. Vreme ga je oblikovalo i napravilo fleksibilnijim, inovativnijim i prilagodljivim u različitim kontekstima, sposobnim da kritike na sopstveni račun integriše u svoj način funkcionisanja. Upravo zbog promenljivosti neoliberalizma, više nego ikada neophodno je preispitati šta znači emancipatorski potencijal obrazovanja u ovakvom kontekstu. Svesni smo da je emancipacija kao pojam prilično ,,potrošena“ i učestalo svedena na jednostrani prosvetiteljski narativ, ali u kontekstu koji smo nagovestili, emancipacija mora biti više od toga. Time ukazujemo na još jedno žarište ovog rada – šta je to ,,više“, i možemo li jednom za svagda reći u čemu leži emancipatorski potencijal obrazovanja, ili nam predstoji da iznova i iznova tragamo za odgovorom na ovo pitanje, gradimo ga i oslobađamo u živim odnosima sa drugima? Jedino izvesno je da se ne smemo povući i čekati ,,neka bolja vremena” – jer ona neće čekati nas. U vremenu koje imamo – u eri neoliberalizma – moramo otvarati nove perspektive i tragati za načinima da mehanizme koji su nam na raspolaganju angažujemo u stvaranju novih mogućnosti zajedničkog življenja., Being independent and competent individual is one of the main premises of the global trend in education based on the neoliberal narrative. However, the ideas of independence and competence, infected with the neoliberal gene, opens the Pandora’s Box, whose contents shape assembly lines of educational institutions in favor of reproducing and maintaining neoliberal values. We will all agree that is dangerous when education is instrumentalized and reduced to shaping competitive individuals for the labor market. However, as much as we find it appealing to stick another label to neoliberalism (whether we regard it as an ideology, a political practice, or as David Harvey says – a political project) and accuse it for failure of education, we must stop ourselves. Through this work, we strive to remain responsible to the written word, and not to slip into a naive, unconstructive and uncritical attitude towards neoliberal reality that is never (as nothing is) black or white. Neoliberalism takes many forms, conditioned by many social, economic, cultural and historical factors. The time passed has shaped it and made it more flexible, innovative and adaptable in different contexts, able to integrate criticism into its way of functioning. Because of this variability of neoliberalism, it is necessary, more than ever, to reconsider what is the emancipatory potential of education in such context. We are aware that emancipation as a term is rather “worn out” and is often reduced to a one-sided enlightenment narrative, but in the context that we have indicated, emancipation must be more than that. With this we point out to another focus of this work – what is “more”, and can we once and for all say what is the emancipatory potential of education, or do we have to search again and again to find the answer to this question, to build it and liberate it in relationships with others? The only certain thing is that we should not go back and wait for “some better days to come” – because it will not wait for us. In the present time – the era of neoliberalism – we must open up new perspectives and look for ways to engage mechanisms that", publisher = "Institut za filozofiju i društvenu teoriju, Univerzitet u Beogradu", journal = "Čemu još obrazovanje/ Why still education", title = "Oslobađanje od tržišne slobode: promišljanje emancipatornog potencijala obrazovanja u eri neoliberalizma, Liberation from market freedom: rethinking the emancipatory potential of education in neoliberal era", pages = "42-42", url = "https://hdl.handle.net/21.15107/rcub_reff_5762" }
Krnjaja, Ž.,& Purešević, D.. (2020). Oslobađanje od tržišne slobode: promišljanje emancipatornog potencijala obrazovanja u eri neoliberalizma. in Čemu još obrazovanje/ Why still education Institut za filozofiju i društvenu teoriju, Univerzitet u Beogradu., 42-42. https://hdl.handle.net/21.15107/rcub_reff_5762
Krnjaja Ž, Purešević D. Oslobađanje od tržišne slobode: promišljanje emancipatornog potencijala obrazovanja u eri neoliberalizma. in Čemu još obrazovanje/ Why still education. 2020;:42-42. https://hdl.handle.net/21.15107/rcub_reff_5762 .
Krnjaja, Živka, Purešević, Dragana, "Oslobađanje od tržišne slobode: promišljanje emancipatornog potencijala obrazovanja u eri neoliberalizma" in Čemu još obrazovanje/ Why still education (2020):42-42, https://hdl.handle.net/21.15107/rcub_reff_5762 .