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Michael A. Peters (2005). The New Prudentialism in Education: Actuarial Rationality and the Entrepreneurial Self.

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  1.  19
    Academic Freedom and the Commercialisation of Universities: A Critical Ethical Analysis.K. Lynch & M. Ivancheva - 2015 - Ethics in Science and Environmental Politics 15 (1):1-15.
  2.  7
    Neoliberal Ideologies, Governmentality and the Academy: An Examination of Accountability Through Assessment and Transparency.Natasha Jankowski & Staci Provezis - 2014 - Educational Philosophy and Theory 46 (5):1-13.
  3.  9
    Changing the Subject: Neoliberalism and Accountability in Public Education.John Ambrosio - 2013 - Educational Studies: Journal of the American Educational Studies Association 49 (4):316-333.
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  4.  33
    Educational Theory in an Era of Knowledge Capitalism.Lisbeth Lundahl - 2012 - Studies in Philosophy and Education 31 (3):215-226.
    Two related aspects of the present ‘knowledge capitalism’ stage of globalisation are discussed in this article: the transformation of education to make it more directly supportive of educational growth and competition, and the growing demands on educational research to provide scientific evidence for education policy and practice, using narrowly defined methods and techniques. It is argued that both developments have profound consequences for the construction and use of educational theory, and the vital need for critical discussion and communication in this (...)
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  5.  19
    The Promissory Future(s) of Education: Rethinking Scientific Literacy in the Era of Biocapitalism.Clayton Pierce - 2012 - Educational Philosophy and Theory 44 (7):721-745.
    This article investigates the biopolitical dimensions that have grown out of the union between biocapitalism and current science education reform in the US. Drawing on science and technology study theorists, I utilize the analytics of promissory valuation and salvationary discourses to understand how scientific literacy in the neo-Sputnik era has deeply involved educational life in biocapitalist circuits of exchange and production. I lay out this emerging terrain of ‘futuricity’ through a biopolitical analysis of the National Academies highly influential policy recommendation (...)
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  6.  31
    Critiquing the Educational Present: The (Limited) Usefulness to Educational Research of the Foucauldian Approach to Governmentality.Roy Goddard - 2010 - Educational Philosophy and Theory 42 (3):345-360.
    The claim may be made that the Foucauldian analytics of power, in its detailed attention to the question of how modern societies are rendered governable, has superseded classical and radical analyses. This paper points to problems occasioned by Foucauldian governmentality's reliance on Foucault's flawed conception of the subject. These problems undermine the ambition of this style of research to outline possibilities for political intervention. It is suggested that educational critique can draw usefully on the scrupulous specificity of Foucauldian governmental analysis (...)
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  7.  23
    Education, Creativity and the Economy of Passions: New Forms of Educational Capitalism.Michael A. Peters - 2009 - Thesis Eleven 96 (1):40-63.
    This article reviews claims for creativity in the economy and in education distinguishing two accounts: 'personal anarcho-aesthetics' and 'the design principle'. The first emerges in the psychological literature from sources in the Romantic Movement emphasizing the creative genius and the way in which creativity emerges from deep subconscious processes, involves the imagination, is anchored in the passions, cannot be directed and is beyond the rational control of the individual. This account has a close fit to business as a form of (...)
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  8.  30
    Academic Entrepreneurship and the Creative Economy.Michael A. Peters & Tina A. C. Besley - 2008 - Thesis Eleven 94 (1):88-105.
    This article explores the relationships between several notions: the `creative economy'; New Growth Theory and the primacy of ideas; academic entrepreneurship; and the new paradigm of cultural production. Broadly conceptualized, the creative economy links the primacy of ideas in both arts and sciences in a more embedded and social framework of entrepreneurship which positions education as central, since its institutions are the primary knowledge institutions that provide the conditions for the transmission and development of new ideas. Entrepreneurship develops within networks (...)
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  9.  31
    Critical Thinking Beyond Skill.Marianna Papastephanou & Charoula Angeli - 2007 - Educational Philosophy and Theory 39 (6):604–621.
    The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and outcomes. In reviewing the relevant discourse, we accept that it is possible for the skills paradigm to be change?friendly and context?sensitive but we argue that it is oblivious to other, non?purposive kinds (...)
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  10.  17
    Education, Risk and Ethics.Marianna Papastephanou - 2006 - Ethics and Education 1 (1):47-63.
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