Navigating shallow waters: Symbolic violence and its implications for education for sustainable development in neoliberal Japan

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Michael D Smith, Travis Hunter Past
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Abstract

In the face of ongoing ecological, economic, and social concerns, the UN’s sustainable development framework emerges as a map for securing a brighter tomorrow. Yet, against this backdrop, the neoliberal values of deregulation, open marketisation, and individualisation constrain sustainable development outcomes. Building on previous research conducted in Japan, a nation positioned at the forefront of Education for Sustainable Development (ESD), this ‘think piece’ seeks to offer a critical examination of its implementation and positionality within Japan’s education system, specifically the imbalance between public and private educational providers. Drawing on Bourdieu’s symbolic violence, we seek to shed light on the social norms (in this case, skill-based human capital development) replicated through education, the long-standing power structures reinforcing them, and finally, the gap between the ‘haves’ and ‘have nots’ in terms of access to attaining covetable neoliberal skills. The goal of this piece is not to reject the altruistic good of ESD. On the contrary, through this analysis, we hope to generate greater awareness by engendering a more meaningful and transformative ESD aligning with sustainability as a shared public good. Consequently, we call for more equitable ESD available to all students, regardless of educational setting.
在浅水区航行:符号暴力及其对日本新自由主义可持续发展教育的影响
面对持续的生态、经济和社会问题,联合国的可持续发展框架成为确保更美好明天的地图。然而,在此背景下,放松管制、开放市场化和个性化的新自由主义价值观制约了可持续发展的成果。日本是可持续发展教育(ESD)的前沿国家,本 "思考文章 "以日本之前开展的研究为基础,试图对日本教育系统内的可持续发展教育的实施和定位,特别是公立和私立教育机构之间的不平衡进行批判性审视。借鉴布迪厄(Bourdieu)的 "符号暴力"(symbolic violence)理论,我们试图揭示通过教育复制的社会规范(这里指以技能为基础的人力资本发展)、长期以来强化这些规范的权力结构,以及 "富人 "和 "穷人 "在获得新自由主义所倡导的技能方面的差距。这篇文章的目的并不是反对可持续发展教育的利他主义善举。相反,通过分析,我们希望提高人们的认识,使可持续发展教育更有意义、更具变革性,并与可持续发展这一共同的公共利益相一致。因此,我们呼吁向所有学生提供更加公平的可持续发展教育,无论其教育环境如何。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Power and Education
Power and Education Social Sciences-Sociology and Political Science
CiteScore
1.70
自引率
9.10%
发文量
44
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