Public Pedagogy and the Politics of Neo-Liberalism: Making the Political More Pedagogical
Bibliographic record
Abstract
Neo-liberalism has reached a new stage in the United States, buttressed largely by the almost seamless alliances formed among the Bush administration, religious fundamentalists, neo-conservative extremists, the dominant media, and corporate elites. This article explores the various ways in which neo-liberal cultural politics works as a form of public pedagogy to devalue the meaning of the social contract, education, and citizenship by defining higher education primarily as a financial investment and learning as a form of training for the workforce. Aggressively fostering its attack on the welfare state, unions, non-commodified public spheres, and any critical vestige of critical education, neo-liberal politics makes it increasingly more difficult to address the necessity of a political education in which active and critical political agents have to be formed, educated, and socialized into the world of politics. This article explores how the intersection of cultural studies and public pedagogy offers a challenge to both the ideology and practice of neo-liberalism as a form of cultural politics. In doing, so it outlines how the pedagogical can become more political in the classroom and how the political can become more pedagogical outside of the classroom via the educational force of the wider culture.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.011 | 0.058 |
| Scholarly communication | 0.018 | 0.010 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".