Pedagogies of precariousness in the neoliberal educational order. Insecurity and recomposition of possibilities in the current political-pedagogical context
Bibliographic record
Abstract
The aim of this article is to analyse how neoliberal principles in education create a state of precariousness. The question that will guide the problematisation and the argumentation of the work is: What is the «status» of precariousness in the current order and how does it manifest itself - expressly or inadvertently - in the contemporary educational field? In order to address this question, a theoretical-analytical exercise has been carried out based on a review of relevant literature on the relationship between neoliberalisation and education. As a central hypothesis, we propose that the processes of precarisation constitute an objective necessity for the expansion and reproduction of the new neoliberal order. In addition, this order requires the production of a specific type of subjectivity that normalizes «precariousness» as a new historical condition, producing a particular notion of subjectivity and agency. The intersection between objective needs and the production of a particular subjectivity is produced in the cultural space through «pedagogies of precariousness». The installation of such pedagogies in formal education systems will be verified through the analysis of three predominant figures: the entrepreneur, the apprentice of competences and the teacher as technician. Finally, it is analysed how a «pedagogy of possibilities» could be opposed to «pedagogies of precariousness», enabling other forms of educational relations and new political-pedagogical horizons.
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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 | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.005 | 0.068 |
| Scholarly communication | 0.011 | 0.010 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 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".