Neoliberalism K—UMich 2013 neg 1NCs 1NC: Generic



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Discourse First

Ideas and discourse of neoliberalism profoundly influence policymaking—must be accounted for in order to make effective decisions


Hay and Rosamond, Reader in Political Analysis in the Department of Political Science and International Studies at the University of Birmingham and Senior Research Fellow in International Politics in the Centre for the Study of Globalisation and Regionalisation at the University of Warwick respectively, 02, (Colin and Ben, “Globalisation, European Integration and the Discursive Construction of Economic Imperatives”, Journal of European Public Policy 9:2, 4/02, http://users.ox.ac.uk/~ssfc0041/globalisation.pdf)//AS

It is important, then, at the outset that we consider the potential causal role of ideas about globalisation in the structuration of political andeconomic outcomes.3 Our central argument is, we think, likely to prove controversial. It is simply stated, though its implications are more complex. Essentially, we suggest, policy makers acting on the basis of assumptions consistent with the hyperglobalisation thesis may well serve, in so doing, to bring about outcomes consistent with that thesis, irrespective of its veracity and, indeed, irrespective of its perceived veracity. This provocativesuggestion with, if warranted, important implications, clearly requires some justification (see also Hay 1999b; Rosamond 1999, 2000b, 2000c). Globalisation has become a key referent of contemporary political discourse and, increasingly, a lens through which policy-makers view the context in which they find themselves. If we can assume that political actors have no more privileged vantage point from which to understand their environment than anyone else and — as most commentators would surely concede — that one of the principal discourses through which that environment now comes to be understood is that of globalisation, then the content of such ideas is likely to affect significantly political dynamics.

Discourse deeply affects policy implementation of globalization policies—must be considered first


Rosamond, Professor of Political Science, University of Copenhagen 99 (Ben, “Discourses of globalization and the social construction of European identities”, Journal of European Public Policy 6:4, 1999, Taylor and Francis)//AS

With that in mind this article represents an attempt to combine a social constructivist approach to the study of the EU with a contribution to the growing concern in the social sciences about ‘globalization’. As such it offers (a) a particular view about how European integration can be investigated in the context of globalization and (b) some propositions about how constructivist insights can be used to study certain aspects of the EU in particular and forms of regionalism in the global political economy more generally. It draws on, and, it is hoped, develops, an understanding of globalization as discourse by contemplating the nature of the (inter)subjectivities generated within EU policy communities by the globalization debate. This stands in contrast to treating globalization as simply a matter of objective, exogenous or structural change. Rather the social construction of globalization and control over knowledge about globalization become matters of import- ance. Moreover, globalization comes to be construed as a zone of contestation rather than as a conditioning structure (Amin and Thrift 1994). The article explores the proposition that the social construction of external or structural context is an important element in the European integration process because it has helped to define the ‘politically possible’within the EU polity. This has not been simply about the identification of constraints, but also about how globalization discourse might open strategic opportunities for certain types of policy actor and/or help to embed the case for rethinking the level at which the authoritative processes of governance can and should occur. More broadly, the EU may be seen as a venue for the develop- ment of a discourse of the superiority of one form of ‘regionalism’ over others.2 A further proposition is that the EU may be seen as an important empirical venue for the investigation of the discursive strategies of so-called ‘globalizing élites’ (Gill 1996).



Discourse is a critical agent of institutional change and must be considered first


Schmidt, Jean Monnet Professor of European Integration Department of International Relations, Boston University 07 (Vivien, “Bringing the State Back Into the Varieties of Capitalism And Discourse Back Into the Explanation of Change”, Center for European Studies Working Paper Series 152, 2007, University of Michigan Libraries)//AS

Thus, although historical institutionalists in VoChave gone very far in reintroducing dynamics into the institutional stasis of VoC, they still have difficulty explaining change. The implicit micro-foundational recourse to rational choice institutionalism, to which most turn, is insufficient to explaining the dynamics of change. Only with a further discursive institutionalist (DI) approach, focused on ideas and discursive action, can we gain a full explanation of institutional change. But before considering how ideas and discourse lend greater insight into the explanation of the three varieties of capitalism, we need first to consider how rationalist/historical institutionalist accounts of strategic action within macro-structures fit against accounts of ideas and discourse. Importantly, many VoC scholars have already recognized the importance of ideas and discourse. To begin with, even one of the very founders of the VoC school has taken the role of ideas seriously, albeit in earlier work. Peter Hall, in an earlier incarnation, prior to his rationalist/historical institutionalist turn in VoC, was something of a discursive institutionalist in his account of the role of ideas in promoting the neo-liberal paradigm instituted by Thatcher in Britain (Hall 1993). But some VoC scholars have also more recently given a nod to discursive institutionalist accounts. Richard Deeg (2005) acknowledges the role of discourse when, in addition 18to defining a whole range of new ways of thinking about path dependency in order to make VoC less path dependent, he takes note of theorists who see ideas as having independent causal force of their own, rather than just as tools in the hands of powerful actors (e.g., Lieberman 2002, Lehmbruch 2001). Pepper Culpepper (2005), by contrast, takes us one step further when, in his discussion of the politics of institutional change in vocational education in Switzerland and Austria, he adds to his rationalist/historical institutionalist explanation of employers’ interests with regard to legal change a discursive institutionalist account of the role of political discourse in the legitimization of such change. One function of discourse is certainly legitimization. But discourse goes beyond afterthe-fact justification and legitimization. It can also bring about change, which was Peter Hall’s (1993) argument. Interestingly, even Christel Lane, in arguing that the unraveling of coordination in Germany is likely to lead to convergence to the LME model, nevertheless suggests that this might be stopped were there an emerging “coalition of industrial managers, employees, and politicians working for a new as yet inchoate compromise solution;” but she notes that the ideas are lacking (Lane 2005, p. 105). These four examples suggest that rationalist/historical institutionalistVoC scholars naturally turn to ideas and discourse, whether as the catalyst for change or as an accompaniment to change. But other than in the early Hall, none of this is developed theoretically in these works.

Neoliberalism must be examined as a powerful rhetoric and pedagogy that occurs in all political, economic, social, and cultural levels.


Riedner and Mahoney, 2008 - Associate Professor of University Writing and Women's Studies at George Washington University (Rachel and Kevin, “Democracies to Come: Rhetorical Action, Neoliberalism, and Communities of Resistance,” pp 19-20, 2008, www.ii4u.com/Rachel-Riedner-Kevin-Mahoney-PDF1142054.PDF)//CS

Neoliberalism is a social relationship and is also a rhetoric: as Jarratt argues, rhetorics are modes of personal, public, or private address that configure a relationship to power, that have their own internal logic, are connected to fixed forms and ideologies, and a dynamic history (“Beside Ourselves,” 59). Rhetorics, we add to Jarratt, vis-à-vis GayatriSpivak configure relationships to value. In A Criticque of Postcolonial Reason, Spivak extends a reading of Derrida’s notion of differance in which “all institutions of origin concealed the splitting off from something other than the origin, in order for the origin to be instituted” to a reading of capital (462). In her discussion of value, she shows how exchange value conceals the splitting off of use-value from exchange-value in order for value to be articulated into the logic of capital. Spivak reads that which “must be deferred” by value in order for capitalism to establish itself (425). Therefore, when we use modes of address, we are connected to social relationships that produce relations to capital. When we choose representations, following Jarratt, we make symbolic decisions that simultaneously figure relations of power and configure social relations, thus establishing a relationship to value. Representation, in the context of neoliberalism or any manifestation of capitalism, is not a neutral act. It is an act that activates social, political, cultural, and historical relationships of which we may not be aware, that consolidates identities, and that interpellates bodies into systems of identity. It is also an act that creates everyday affective responses and habits, and that creates relationships across public and private spheres. Insofar as representation is an act, it is rhetoric-that is, it is an interested discursive act that intervenes in a particular conjuncture and affects that conjuncture. Neoliberal rhetoric is intended to preserve, stabilize, and extend capitalist social/labor-relations, with the particular purpose of producing labor subjects. As a rhetoric, as a world vision, as a system of value, as relationship between labor and capital, as a politics, and as a cultural consensus, neoliberalism is also a pedagogy: a mode of education that exists in a variety of cultural sites that incorporates subjects into dominant neoliberal ideology. To rewrite Bourdieu’s notion of neoliberalism as a “strong rhetoric” (Acts, 96), neoliberalism is a “strong” and persuasive pedagogy that is embedded in the particular relations between State and capitalist power. Neoliberalism, in other words, becomes an educational force of culture that shapes how we are literate, how literacy is defined, and who is literate because of its constitutive relationship to labor. As it prepares students to enter the workforce, either as skilled or unskilled laborers, neoliberal pedagogy interpellates subjects into relationships between labor and capital. And more it interpellates subjects into social relations that support the circulation and realization of capital in our daily lives. That is, neoliberal pedagogy is not solely interested in producing specific laboring subjects for the workplace; it seeks to produce subjects whose lives are fully subsumed within the logic of the global market. Neoliberalism is therefore a pedagogy produced in a variety of public spaces, social sites, in civil society, as well as traditional educational locations.


Debate Space Key

Their model of debate fuels neoliberal domination of education causing exclusion of those deemed unfit – debate is critical for engaging the pedagogy of neoliberalism


Wilkins, Ph.D. in Social Policy, Research Fellow at University of Roehampton, April 23, 2012

(Andrew, “The spectre of neoliberalism: pedagogy, gender and the construction of learner identities,” Critical Studies in Education, Vol. 53.2, pg 207-8)//SG



As a final thought,I want to consider what a ‘critical’ or ‘transformative’ pedagogy might offer as an alternative to managerialist culture of ‘testing, targets and tables’(DfES, 2004)endemic to British school culture and education policy discourse more generally. From a Marxist perspective (Giroux, 2004; Hill, 2009; McLaren, 2005), Britishteach- ers, pupils and parents can beunderstood to be increasinglyalienated from the learning process by virtue of the mechanisms and procedures thatnow shape anddefine it:the hyperbole aroundtest scores and league tables peddled by both the public and media; the role of ‘philanthrocapitalism’ (Edwards, 2008) in British policy-making and political thought, which insists on the use of outside sponsors (usually charities, businesses, faith groups, universities or philanthropic entrepreneurs) to run public sector schools; and the managerial focus on standardisation, market and professional accountability (West, Mattei, & Roberts, 2011) and measured outputs. In this paper I have demonstratedthe cultural dynamics inscribed through classroom interaction, where pupils can be observed compet- ing for symbolic rewards of teacher approbation and deliberately, sometimes maliciously, downplaying the efforts of others wishing to engage with educational tasksalso. However, sincepupilsare not encouraged to work collaboratively as a team – and therefore acquire skills in group learning, joint problem solving, consensus building, interpersonal social responsibility and so forth – but, rather,are rewarded as individualistic competitors, the individual cannot be blamed for such insensitive and brazen behaviour. This is because such behaviour is written into the education system itself. It is inscribed in the attitudes and norms schools aim to inculcate into individuals as something which is acceptable, legitimate and even desirable.For social theorists Beck (1992) and Bauman (1992),the movement from ‘traditional’ to ‘modern’ or ‘postmodern’ society is symptomatic of this shift in emphasis from the col- lective to the individual: subjects are compelled to engage as reflexive, self-determining authors of their own lives and negotiate the ever-changing risks andobligations brought on by the necessities of the global market economy and the de-stabilising effects of con- sumer capitalism on aspects of ‘tradition’ and local culture. Citizens whomilitate against complacency,revere competitiveness, tolerate precarityand evince flexibilityarepreciselythose individuals who fit into the coordinates of neoliberal performativity. At the same time,these dynamicsgenerate a heavy burden on individuals andfacilitate new forms of inequal- ity and cultural injustice, pointing to the deleterious impact of neoliberal discourses and practices.Pupils who lack the cognitive, cultural and social skills to engage as competitive learners, for example, are systematically disadvantagedin two ways. First,they are disci- plined by teachers for not engaging the ‘correct’ or ‘right’ wayand, subsequently, become marginalised as passive and undeserving learners.Second, whenor ifthey do engage, they run the risk of being lampooned by the churlish behaviour of more confident, often less intimated and high achieving learners. This means that somepupils find themselves in a double-bind of being damned if you do and damned if you don’t. What is lacking, then, is a form of ‘democratic’ education practice in which pedagogy and the curriculum is promoted and practised as responses to the positive contribution of learners, rather than the imposition of business-oriented character and behaviour. In other words, there must be barriers to pro- tect the spontaneity, creativity and agency of learners from the incursions of market forces, business ontology and bureaucratic administration.

Debate is key to challenging the logic of neoliberalism – neoliberal pedagogy results in the formation of a capitalist enterprise-style education with the sole purpose of produce workers to function in capital’s machine


Wilkins, Ph.D. in Social Policy, Research Fellow at University of Roehampton, April 23, 2012

(Andrew, “The spectre of neoliberalism: pedagogy, gender and the construction of learner identities,” Critical Studies in Education, Vol. 53.2, pg 199-200)//SG



Since the 1980s, education services in UK have increasingly come to be defined through the lens of new public management and consumerist discourses (Gewirtz, 2002)with their attendant concepts of deregulation and marketisation. A consequence of this has been a reorganisation of the relationship between citizen and the state in which citizens are hailed (interpellated) through a narrow rational, utilitarian logic that presupposes the willingness and capacity of individuals to behave as consumers of education services(Clarke, Newman, Smith, Vidler, & Westmarland, 2007; Wilkins, 2010). Despite attempts to distance them- selves from the anti-state,pro-market rhetoric of 1980sConservative governmentpolicyand politics, Blair’s New Labour government (1997–2007)can be read as ‘distinct reflec- tions of, or developments from, the period of Thatcherism orneo-liberalism’(Ball, 2008, p. 84),with its emphasis on the efficacious role of private sector involvement in public sec- tor organisation. According to New Labour rhetoric (Department for Education and Skills [DfES], 2004), the ‘old’ system of educationinherited from the post-war settlement sus- tained itself through delivering ‘a basic and standard product for all’ (Foreword), making it incompatible with the expectations, desires and aspirations of a burgeoning ‘consumer culture’. In contrast, the ‘new’ system of education imagined by New Labour was rep- resented in terms of a more equitable and fair model of service delivery because of its sustained commitment to meanings and practices of consumer voice, choice and ‘the need to differentiate provision to individual aptitudes and abilities within schools’ (Department for Education and Employment, 2001, Introduction). Central to this imagery of education was the lionisation of an ethics of self-care and self-responsibility in which parents and students were solicited into fulfilling their assigned obligation and duty as consumers and co-producers of education services.Following their electoral success on 6 May, 2010, the Conservative-led coalition gov- ernment re-articulated the demand for such a model of education reform through shoring up visions of a ‘Big Society’ (Stratton, 2010), a society in which citizens are ‘empowered’ to engage in the governance and delivery of public services as active and self-maximising wel- fare recipients. Echoing earlier attempts by Labour governments to discredit and dismantle traditional notions of central authority, regulation and state power, the coalition govern- ment extended the commercial use of private companies and sponsorships for the delivery of education services with the introduction of the free schools programme (Murray, 2011), together with an expansion of the Academies programme launched by New Labour in 2000. But what has been the impact of these political and economic trends on the culture and ethos of British schooling, in particular the character of pedagogical developments and the cur- riculum? Are their certain types of learners and orientations to learning that are celebrated, rewarded and made more visible, to the detriment of others? The scope and reach of private sector involvement in public sector education is evi- dent through the managerial and disciplinary focus of education institutions, ranging from primary and secondary schools through to Further Education (FE) colleges and Higher Education Institutions (HEIs). This battery of managerial and bureaucratic procedures, to which all education institutions are forced to submit, represent themselves through the imposition of business-oriented discourses and practices: measured outputs, accountabil- itymeasures, program specification, annualprogram reports, progressionrates, withdrawal and retention rates, standardised test scores, school inspection, league table position- ing, benchmark statements, curricula design, competition and so on. For Mccafferty (2010), these procedures for effective education management are suggestive of a neoliberal pedagogy, ‘the inculcation of enterprise values as a crucial element of contractual and ped- agogic obligation’ (p. 542). Monitoring systems and performance indicators that work to provide tighter regulation and control of the measurement of effort and work levels (for both teachers and children), for example,echo and redeem the character of neoliberal gov- ernance (Ball, 2003). Elements of a neoliberal pedagogy can be further traced to the ways in which schools, FE colleges and HEIs are encouraged to incorporate ‘capitalist enterprises’ into their procedures and rationale (in other words, submit to the requirements of Capital) as a matter of social responsibility and care (Fisher, 2009). This is because, as we are con- tinually reminded by pro-business governments in advanced capitalist countries, children need to be equipped with the necessary skills for ensuring future employability (presented in the language of fairness and equity); in other words, preserving economic sustainability, the wealth of the nation and the needs of labour markets.As Hill (2007) observes, forcing schools to produce ‘compliant, ideologically indoc- trinated, pro-capitalist, effective workers’ (p. 120) is a testament to the pervasive role of neoliberalism on education reform. At the same time, we must remain circumspect about the novelty of these policy trends. They signal nothing particularly ‘new’ about the tra- jectory of British education – the need for state intervention in education to further the interests of capitalism has been understood since the nineteenth century (Jones & Novak, 2000). Rather, these trends in education governing can be understood to register the con- tinuing embedding and subsuming of British school culture within a competitive ethos and business ontology. And while competition in British schooling has existed since the 1970s (see Lacey, 1970), neoliberalism as a framing for guiding and shaping competition can be considered unique in that it attaches importance to entrepreneurially relevant skill devel- opment and entrepreneurial literacies that seek to close the gap between requisite learning skills and the demands of the labour market. This demonstrates the role of state educa- tion as a disciplinary apparatus for facilitating and sustaining social control and political stability on the one hand (Jones & Novak, 2000) and the development of ongoing govern- ment attempts to reform state education around emerging labour market needs on the other (initially sketched out by Allen and Massey [1989]).

Policy Bad

Empirically, policymaking focus kills political agency and fails to understand the root of neoliberalism—discursive analysis must come first


Hay and Rosamond, Reader in Political Analysis in the Department of Political Science and International Studies at the University of Birmingham and Senior Research Fellow in International Politics in the Centre for the Study of Globalisation and Regionalisation at the University of Warwick respectively, 02, (Colin and Ben, “Globalisation, European Integration and the Discursive Construction of Economic Imperatives”, Journal of European Public Policy 9:2, 4/02, http://users.ox.ac.uk/~ssfc0041/globalisation.pdf)//AS

It is certainly not our intention to question the extent to which our knowledge of the empirical phenomena associated with claims of globalisation has been enhanced in this way. Nonetheless, we will argue that something quite significant is lost in this overly restrictive emphasis upon material indices of globalisation and on arguments which such indices might adjudicate.2 The implicit supposition which seems to underlie much of the sceptical or second-wave literature seeking to expose the ‘myth’ or ‘delusion’ of globalisation, is that a rigorous empirical exercise in demystification will be sufficient to reverse the tide of ill-informed public policy made in the name of globalisation. Sadly, this has not proved to be the case. For however convinced we might be by the empirical armoury mustered against the hyperglobalisation thesis by the sceptics, their rigorous empiricism leads them to fail adequately to consider the way in which globalisation comes to inform public policy-making. It is here, we suggest, that the discourse of globalisation — and the discursive construction of the imperatives it is seen to conjure along with attendant fatalism about the possibilities for meaningful political agency — must enter the analysis. For, as the most cursory reflection on the issue of structure and agency reveals, it is the ideas actors hold about the context in which they find themselves rather than the context itself which informs the way in which they behave (Hay 1999a, forthcoming a). This is no less true ofpolicy makers and governments. Whether the globalisation thesis is ‘true’ or not may matter far less than whether it is deemed to be true (or, quite possibly, just useful) by those employing it. Consequently, if the aim of the sceptics is to discredit the political appeal to dubious economic imperatives associated with globalisation, then they might well benefit from asking themselves why and under what conditions politicians and public officials invoke external economic constraints in the first place. It is to this task that we direct our attentions in this paper.



Policy approaches externalize globalization and fail to understand how it motivates their environment and decisions—examination of neoliberal motive must be prior


Rosamond, Professor of Political Science, University of Copenhagen 99 (Ben, “Discourses of globalization and the social construction of European identities”, Journal of European Public Policy 6:4, 1999, Taylor and Francis)//AS

As discussions like this proceed, so the limits of rationalistic approaches become apparent. The externalization of globalization in mainstream accounts is related to the treatment of interests and identities as exogenous or prior to the processes of institutionalized interaction. The implication of much of the literature on globalization and European integration is that actors’ interests are affected by globalization and/or that it is in some actors’ interests to promote globalization. The role of globalization in actually constituting those interests and identities is largely ignored. This need not be so. Increasing attention is being paid to the complex effects of institutionalization in the EU, and particularly to the capacity of institutions to co-ordinate actor expectations, generate shared systems of belief and shape norms, values and conventions within policy communities (Cram 1997; Radaelli 1995; also Armstrong and Bulmer 1998; Garrett and Weingast 1993). It is here that constructivist approaches can add value by forcing an explanation of the social construction of the external environment as a means to understanding how particular identity claims and interests arise within a policy-making context. This is discussed further in the following section which elaborates briefly a case for the analysis of the discursive aspects of globalization and goes on to discuss how constructivism might be used to think about the usage of ‘globalization’ in the EU context. The third section of the article lays out some empirical material, with reference to the role of globalization discourses within the EU polity. The argument is that our understanding of the global–European interface can be greatly enhanced by the application of a form of constructivism. More concretely, the argument builds the hypotheses that (a) the deployment of ideas about globalization has been central to the development of a particular notion of European identity among élite policy actors but that (b) ‘globalization’ remains contested within EU policy circles.



We have a responsibility to challenge neoliberal dominance of the policymaking sphere—it damages equality, education, and the environment


Hursh and Henderson, associate professor of education at theUniversity of Rochester and PhD at the Warner Graduate School of Education and Human Development11 (David and Joseph, “ Contesting global neoliberalism and creating alternative futures”, Discourse: Studies in the Cultural Politics of Education 32:2, May 2011, Routledge)//AS

Neoliberal policies, in spite of their considerable damage to economic equality, the environment, and education, remain dominant. In this paper, we suggest that neoliberalism has remained dominant in part because the power elite who benefit from the policies have gained control over both public debate and policy-making. By dominating the discourse and logic regarding economic, environmental, and education decision-making, neoliberal proponents have largely succeeded in marginalizing alternative conceptions. We then use critical theory and critical geography, or ‘historical geographic materialism’, to situate communities, cities, and countries within different scales and networks and analyse current neoliberal policies. Environmentally, neoliberalism elevates the market and profit above considerations of climate change and environmental sustainability. Educationally, learning is valued primarily in terms of its contribution to economic growth. Finally, we engage in the more complicated question of what kind of world we want to live in, remembering that rather than a self-perpetuating neoliberalism in which individuals are responsible only for themselves and all decisions are supposedly made by the market, we have responsibility for our relationships with one another and our built and natural environment.

Process

Neoliberalism must be examined as a process – no interpretation of neoliberalism exists independently.


Springer, Assistant Professor in the Department of Geography at the University of Victoria, Canada, 2012 (Simon, “Neoliberalism as discourse: between Foucauldian political economy and

Marxian poststructuralism,” Critical Discourse Studies, Vol. 9, No. 2, May 2012, 133–147, 2012, http://dx.doi.org/10.1080/17405904.2012.656375)//CS



Nonetheless, following Ward and England (2007) within the existing literature, we can identify four different understandings of neoliberalism: (1) Neoliberalism as an ideological hegemonic project. This understanding maintains thatelite actors and dominant groups organized around transnational class-based allianceshave the capacity to project and circulate a coherent program of interpretations andimages of the world onto others. This is not merely subordination to particular coerciveimpositions, but also involves a degree of willing consent. Attention is focused on thepeople and ideas behind the conceptual origin of neoliberalism, as well as those whoare at the forefront of its adoption in a range of geographical settings (see Cox, 2002;Dume´nil&Le´vy, 2004; Harvey, 2005; Peet, 2002; Plehwe et al., 2006).(2) Neoliberalism as policy and program. This frame of reference focuses on the transfer ofownership from the state or public holdings to the private sector or corporate interests,which necessarily involves a conceptual reworking of the meaning these categories hold.The understanding itself is premised on the idea that opening collectively held resourcesto market mediation engenders greater efficiency. The usual motifs under which suchpolicy and program are advanced include privatization, deregulation, liberalization,depoliticization, and monetarism (see Brenner & Theodore, 2002; Klepeis& Vance,2003; Martinez & Garcia, 2000).3) Neoliberalism as state form.In this understanding, neoliberalism is considered as aprocess of transformation that states purposefully engage in to remain economicallycompetitive within a transnational playing field of similarly minded states. This isthought to involve both a quantitative axis of destruction and discreditation wherebystate capacities and potentialities are ‘rolled back’, and a qualitative axis of constructionand consolidation, wherein reconfigured institutional mediations, economic managementsystems, and invasive social agendas centered on urban order, surveillance, immigrationissues, and policing are ‘rolled out’ (see Peck, 2001; Peck &Tickell, 2002).(4) Neoliberalism as governmentality. This interpretation of neoliberalism centers onacknowledging a processual character where neoliberalism’s articulation with existingcircumstances comes through endlessly unfolding failures and successes in the relationsbetween peoples and their socially constructed realities as they are (re)imagined, (re)interpreted,and (re)assembled to influence forms of knowledge through ‘the conduct ofconduct’ (Barry, Osborne, & Rose, 1996; Brown, 2003; Ferguson & Gupta, 2002;Larner, 2003; Lemke, 2002). This understanding implies power as a complex, yetvery specific form centering on knowledge production through the ensemble of rationalities,strategies, technologies, and techniques concerning the mentality of rule thatallow for the de-centering of government through the active role of auto-regulated orauto-correcting selves who facilitate ‘governance at a distance’ (Foucault, 1991a).Thus, the internal dynamics of neoliberalism in this understanding are underpinned byan unquestioned ‘commonsense’, meaning quite literally, a sense held in common.Given that scholars of neoliberalism typically amalgamate two or more of these views on neoliberalism,my alignment of the studies cited in each understanding of neoliberalism remainsopen to reader interpretation. Potential misgivings over the associations I have made withregard to particular scholar’s views on neoliberalism actually reinforces my argument thateach interpretation of neoliberalism does not exist in isolation, but is actually connected to and recursive of the alternative views. Recent contributions demonstrate a growing readinessto sift through the methodological, epistemological, and ontological differences between thesefour definitions (see Larner, 2003; Peck, 2004; Peet, 2007), even if particular views on neoliberalismneoliberalismstill come through. Nonetheless, important ‘middle ground’ inquires are emerging, whereGilbert (2005), Raco (2005), and McCarthy (2006) all develop more amalgamated interpretations.Yet truly hybridized approaches that attempt to synthesize or at least reconcile thesedivergent conceptions in any sustained sense are much less common. A series of progressreports by Sparke (2004, 2006, 2008) offers a notably rare exception. Concatenating such divergent theorizations is clearly no small task, as it is one that necessarily involves reconciling the Marxian political economy perspective of hegemonic ideology with poststructuralist conceptualizations of governmentality, where policy and program along with state form approaches fall somewhere in between. For Barnett (2005) the potential of such an exercise is entirely unconvincingas the two intellectual projects imply different models of the nature of explanatory concepts,of causality and determination, of social relations and agency, and different normative understandingsof political power. Thus, he argues, ‘We should not finesse these differences away by presuming that the two approaches converge around a common real-world referent’(Barnett, 2005, p. 8). Similarly, Castree (2006, p. 3) disavows what he calls the ‘both/andagenda’ for its ‘intractable inability to “fix” [neoliberalism’s] meanings with real-world referents’stemming from the use of multiple definitions where ‘“the real world” can only partly functionas a “court of appeal” to resolve competing claims as to what is (or is not) neoliberal indegree or kind’. Castree (2006, p. 3) uses the peculiar analogy of water to illustrate his point,taking its meaning from positivist scientism as having liquid, gas, and solid forms, yet alwaysremaining water ‘wherever and whenever it is’. This comparison, however, belies a faux realismas it fails to consider how different languages, cultures, and individuals may have very differentmeanings for and understandings of ‘water in general’. The idea that Inuit peoples have hundredsof words for the English language equivalent of ‘snow’ is an anthropological myth (Martin,1986), but it is nonetheless instructive of how ‘the real world’ can be viewed as little morethan a semiotic construction, where even something as seemingly universal as water may bereduced to competing claims as to what it is (or is not) in degree or kind. In other words,Castree (2006) engages a very narrowly and privately defined understanding of the ‘real’,which is mobilized as a cipher for his own idealism.

Neoliberalism must be understood as a process and a hybrid. – it should be understood as the means not the ends.


Springer, Assistant Professor in the Department of Geography at the University of Victoria, Canada, 2012 (Simon, “Neoliberalism as discourse: between Foucauldian political economy and

Marxian poststructuralism,” Critical Discourse Studies, Vol. 9, No. 2, May 2012, 133–147, 2012, http://dx.doi.org/10.1080/17405904.2012.656375)//CS



On the other hand, some have called for a moment of pause, suggesting that we should be wary of overly concrete or introspective analyses of the local, as such accounts inadequately attend to the principal attributes and meaningful bonds of neoliberalism as a global project(Brenner & Theodore, 2002; Peck &Tickell, 2002). The ‘larger conversation’ that neoliberalism provokes is regarded as imperative in connecting similar patterns of experiences across space, which may serve as a potential basis for building solidarities (see Brand &Wissen, 2005;Escobar, 2001; Featherstone, 2005; Kohl, 2006; Routledge, 2003; Springer, 2008, 2011b;Willis, Smith, &Stenning, 2008). Thus neoliberalism as a concept allows poverty and inequalityexperienced across multiple sites to find a point of similitude, whereas disarticulation underminesefforts to build and sustain shared aims of resistance beyond the micro-politics of thelocal. Accordingly, conceptualizing neoliberalism requires an appreciation of the elaborate and fluctuating interchange between the local and extralocal forces at work within the global political economy (Brenner & Theodore, 2002; Ferguson & Gupta, 2002; Peck, 2001). Ong (2007,p. 3) corroborates this notion by conceptualizing ‘big N Neoliberalism’ as ‘a fixed set of attributeswith predetermined outcomes’, while ‘small n neoliberalism’ operates in practice ‘as alogic of governing that mitigates and is selectively taken up in diverse political contexts’. Inthis light, Peck and Tickell (2002, p. 383) propose ‘a processual conception of neoliberalizationas both an “out there” and “in here” phenomenon whose effects are necessarily variegated anduneven, but the incidence and diffusion of which may present clues to a pervasive “metalogic”.Like globalization, neoliberalization should be understood as a process, not an end-state’. Thus, neoliberalism-cum-neoliberalization can be viewed as a plural set of ideas emanating from both everywhere and nowhere within diffused loci of power (Plehwe&Walpen, 2006). The inability to straightforwardly align neoliberalism to particular individuals, organizations, or states, and the further recognition that there is no ‘pure’ or ‘paradigmatic’ version of neoliberalism, but rather a series of geopolitically distinct and institutionally effected hybrids (Peck, 2004),plays a significant role in the difficulty of realizing consensus on a conceptual definition of ‘neoliberalism in general’. Neoliberalism, it would seem is simply too nebulous to isolate or determine(McCarthy &Prudham, 2004).

Identity

The economic discussion of neoliberal democracy is intertwined with political and social elements of one’s individual identity – we must examine the economic freedoms of neoliberalism as if we were examining our political freedoms and rights.


Hughes, a PhD candidate in the School of Political Science and¶ International Studies at The University of Queensland, 2005 (Bryan, “The ‘Fundamental’ Threat of (Neo)Liberal Democracy: An¶ Unlikely Source of Legitimation for Political Violence,” UQ PolsiseJournal, pages 47-49, http://www.polsis.uq.edu.au/dialogue/3-2-4.pdf)//CS

The conceptions of liberalism, neo-liberalism, democracy and liberal democracy derive from similar historic-cultural origins and therefore, not surprisingly, they answer questions about how to live the ‘good life’ in much the same ways. The raison d’etre of these theoretical viewpoints is to provide a framework for living together. With that noted it then becomes possible to emphasize the point that the ideals and practices advocated by these discourses spill into all facets of life.How we approach work and play, how we conceive justice, security and self-realization are examples that begin to illustrate the ubiquitous influence of these frameworks touch our daily lives. A comprehensive social structure is ultimately constructed through these discourses. The structure’s particular ‘foundational logics’, in other words its underlying commitments about how to live the ‘good life’, inform the details of everyday interaction. I elaborate further on these connections below. The principal point I want to make at this juncture is that the explicit political and economic prescriptions of neo-liberal democracy have a direct impact on group identity. Identity underpins these theories according to the assertion that identity is mutually-constituted with economic and political practices. This allows group identity to take a central role in discussions about conflict and neo-liberal democracy.The discussion below explores a number of the debates pertaining to the commitments of liberalism, neo-liberalism, democracy and liberal democracy. I do so in order to delineate neo-liberal democracy in such a way as to make it clear that its commitments constitute a particular group identity. A discussion on these topics is complicated by the fact that the concepts of ‘liberal’ and ‘democratic’ remain contested and are often used vaguely, even interchangeably. However, it is all too clear that the overlap of these theoretical discussions comprises both explicit political and economic commitments rather than just political machinations. Neo-liberal economic elements combine with the philosophical inclinations of liberalism and the political traditions of liberal democracy. And this is appropriate since the political and economic commitments in the neo-liberal democratic structure do work in tandem. I would add, along with others, that genuinely democratic practices could never exist in a political institutions vacuum in the first place, immune to and uninfluenced by the economic realities of the citizenry. This mutual reinforcement yields a total social structure which guides how we should live together. What then are the characteristics of this social structure?The liberalism discourse highlights an essential principle of the neo-liberal¶ democratic tradition: the freedom of the individual. As Michael Doyle (1983: 4-5) observes, this core principle generates civic rights and institutions like freedom of religion. More precisely, equal freedom for individuals underwritten basic liberal institutions such as freedom of speech, equal opportunity, and civic equality (Barry 2001: 122). Democracy, when grafted onto liberalism, provides the procedural and institutional advice by which individuals are to determine their social affairs, based of course on the ideal of equal freedom for the individual. Freedom rights are located at the individual level of analysis rather than the collective.18 But democratic institutions alone are not sufficient to guarantee the freedom of the individual when it is recognized that democracies can behave illiberally if the majority of individuals so choose (Lynn-Jones 1996: xxxii; Owen 1994: 153). Thus the checks and balances envisaged by liberalism must work together with democratic institutions to achieve a ‘liberal democratic’ system which protects the rights of each individual against a backdrop of the popular will. Yet, as maintained above, these philosophical groundings and political procedures are not devoid of economic commitments. 19The sanctity of equalindividual freedom extends, necessarily, to the economic sphere, according to the social perspective put forward by neo-liberal democracy. This is the point at which the discourses of neo-liberalism and capitalism influence the direction of the social structure. The logic added from the neo-liberal dimension presses that the lack of interference needed to ensure the political freedoms of the individual, like those applying to speech, must also extend to economic free choice. After all, so the logic goes, an employer should have¶ the right to set wages for their employees, for example. To this way of thinking, the notion of freedom applies to economic markets no differently than to political rights.20 The intersection of the discourses of liberalism, democracy, and neo-liberalism is a unique political economic structure which therefore impacts (whether directly or indirectly)all facets of social existence.From the practices of an individual’s religious beliefs to the terms of one’s job, all social interactions fall somehow under the rubric of the neo-liberal democratic framework’s commitments.

Analytic

The analytic perspective, not a political perspective, must be used to evaluate neoliberalism.


Brand and Sekler,professor of International Politics at Vienna University and junior researcher in the area of international politics in the Department of Political Science at Vienna University , 2009 (Ulrich and Nicola, “Postneoliberalism – A beginning debate,” Development Dialogue, no. 51, page 6, January 2009,http://rosalux-europa.info/userfiles/file/DD51.pdf#page=173 )//CS

Dealing with ‘neoliberalism’ requires differentiating between at least two dimensions – an analytical and a political one. Despite all the differences, analytically we can distinguish between, firstly, considering neoliberalism as a theory and an intellectual movement (Friedrich Hayek, Milton Friedman, the Mont Pelèrin Society, the dominance of neoclassical thinking in universities and beyond) and, secondly, focusing on neoliberalism as a broad strategy on the part of economic, political and cultural (and sometimes military) elites to destroy the (peripheral) Fordist compromises and to restructure power relations, institutions, overall orientations and truths, in particular societies and at the international level, even more towards capitalist interests. A third analytical perspective is to view neoliberalism as a social practice, implying the assumption that theoretical considerations and strategies to implement theory are not always and everywhere comprehensively successful and functional as such. Accordingly, the contradictory and conflictive aspects of (neoliberal) social practices in a global perspective – global North and South, East and West – and within societies are examined. It is precisely this third analytical perspective that leads us to the political dimension of ‘neoliberalism’ – that is, concrete neoliberal policies, practices and political discourses representing the compromises arising from the struggles of different social forces. In times of crises,neoliberal politics and these compromises come under pressure. Delegitimation of neoliberalism takes place not only via visible crisis – like the ecological and the financial one – or by means of the enormous social polarisation in many countries but in addition through the continuing conceptual and practical criticism undertaken by intellectuals, scientists and critical media, social movements and NGOs


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