Abstract

The debate regarding the ability of co-operativism to challenge the consequences of neoliberal policy reform in UK schooling remains concerned with the organisation and policy of co-operative academies. This article follows school research which applies a Foucauldian approach to power to explore and identify violently unequal consequences of neoliberal reform. In considering the interaction of co-operativism and neoliberalism in the experience of students at a Co-operative Academies Trust school, through semi-structured interviews with vignettes, it shows co-operativism being exploited to shape neoliberal governmentality. Whilst participants draw on their co-operative schooling to challenge notions of meritocracy and success, co-operativism is ultimately instrumental in the infliction of symbolic violence, as students self-govern towards racialised, classed and gendered ideals. Applying a Foucauldian lens and centring the experience of students are thus vital to the evaluation of co-operativism in schooling.

摘要

关于合作主义在英国学校教育中挑战新自由主义政策改革后果的能力的辩论仍然与合作学院的组织和政策有关。本文遵循学校研究，该研究采用福柯式的权力方法来探索和识别新自由主义改革的严重不平等后果。在考虑合作学院信托学校学生的经验中合作主义和新自由主义的相互作用时，通过对小插曲的半结构化访谈，它表明合作主义被利用来塑造新自由主义的治理。虽然参与者利用他们的合作学校教育来挑战精英管理和成功的概念，但合作主义最终有助于施加象征性的暴力，作为学生自治走向种族化、阶级化和性别化的理想。因此，运用福柯的视角并以学生的经验为中心，对于评价学校教育中的合作主义至关重要。