Rethinking critical education theories from regenerative dynamics in the face of neoliberal precariousness processes
DOI:
https://doi.org/10.7179/PSRI_2023.43.12Keywords:
precariousness, neoliberalism, subjectivity, critical theory, educationAbstract
The evolution from Keynesian to neoliberal capitalism means a shift from an ‘industrial citizenship’ to a ‘precarised’ one. The structural and collective perspective of social problems is lost, making the individuals responsible for their life circumstances. The demand for permanent activation in the service of productivity leads to an entrepreneurial management of their lives. This implies a neoliberal construction of their identities. Classical critical education theories do not respond to this new situation because the problem does not lie in the lack of activation of the individuals, but in the fact that they have naturalised structural violence by transferring it to the sphere of individual responsibility. In this context, we need to rethink critical education theories as a strategy for the reconstruction of alternative subjectivities centred on group, collective, locally contextualised experiences. These experiences should reinforce socio-community and cooperative learning, characteristic of a regenerative culture. This implies a profound educational and cultural change in our worldview.
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