<abstract xmlns="http://www.w3.org/1999/xhtml"><p> In this article we first trace the history of “management,” particularly in the United States, from the plantation to the factory to the corporation, with the intention of understanding and contextualizing “classroom management” in today‘s educational lexicon. To do so, we look at the intertwining history of racial knowledge and the management of enslaved persons; the subsequent development of scientific management; social efficiency educators‘ application of scientific management to education; and conceptions of classroom management in today‘s neoliberal environment, in which education is increasingly positioned as a consumer good subject to individual choice and competitive markets. We further look to examples from post- -colonial Africa to demonstrate the ways in which neocolonial forms of scientific management comingle and entwine with neoliberal policies and procedures. The global phenomenon of scientific management, rife with neoliberalism and racism, is finally examined in the context of (so-called) Culturally Responsive Classroom Management, a neoliberal project that claims to advocate social justice through the process of managing bodies in classrooms.</p></abstract>

In this article we first trace the history of “management,” particularly in the United States, from the plantation to the factory to the corporation, with the intention of understanding and contextualizing “classroom management” in today‘s educational lexicon. To do so, we look at the intertwining history of racial knowledge and the management of enslaved persons; the subsequent development of scientific management; social efficiency educators‘ application of scientific management to education; and conceptions of classroom management in today‘s neoliberal environment, in which education is increasingly positioned as a consumer good subject to individual choice and competitive markets. We further look to examples from post- -colonial Africa to demonstrate the ways in which neocolonial forms of scientific management comingle and entwine with neoliberal policies and procedures. The global phenomenon of scientific management, rife with neoliberalism and racism, is finally examined in the context of (so-called) Culturally Responsive Classroom Management, a neoliberal project that claims to advocate social justice through the process of managing bodies in classrooms.

From neoliberal policy to neoliberal pedagogy: Racializing and historicizing classroom management

University of Minnesota, Department of Curriculum and Instruction, Peik Hall, 159 Pillsbury Drive SE, Minneapolis, MN 55455, USA

University of Minnesota, Department of Curriculum and Instruction, Peik Hall, 159 Pillsbury SE, Minneapolis, MN 55455, USA

Journal of Pedagogy

In this article we first trace the history of “management,” particularly in the United States, from the plantation to the factory to the corporation, with the...

From neoliberal policy to neoliberal pedagogy: Racializing and historicizing classroom management

Online veröffentlicht: 03. Apr. 2013

Seitenbereich: 36 - 58

DOI: https://doi.org/10.2478/jped-2013-0003

Schlüsselwörter
classroom management, neoliberalism, scientific management, racism, post-colonialism

This content is open access.

From neoliberal policy to neoliberal pedagogy: Racializing and historicizing classroom management

Online veröffentlicht: 03. Apr. 2013

Seitenbereich: 36 - 58

DOI: https://doi.org/10.2478/jped-2013-0003

Schlüsselwörterclassroom management, neoliberalism, scientific management, racism, post-colonialism

This content is open access.

Schlüsselwörter
classroom management, neoliberalism, scientific management, racism, post-colonialism