Abstract
This chapter reviews the various effects and consequences of the cultural politics of caring as instantiated in education advertisements as well as in the caring practices of teachers. This chapter theorises the affective economy based on the technologies of vulnerability and triumphalism as wayang-overaction, a localised intercultural reference point. It then makes a case for a more critical care of self for navigation within the cultural politics of caring. This chapter concludes by envisioning alternative affective based on hope where the very discourse of survivalism could serve as a catalyst for transformation.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Appadurai, A. (2004). The capacity to aspire: Culture and the terms of recognition. In V. Rao & M. Walton (Eds.), Culture and public action (pp. 59–84). Stanford, CA: Stanford University Press.
Appadurai, A. (2013). The future as cultural fact: Essays on the global condition. London, UK: Verso.
Ball, S. J. (1997). Good school/bad school: Paradox and fabrication. British Journal of Sociology of Education, 18(3), 317–336.
Ball, S. J., & Olmedo, A. (2013). Care of the self, resistance and subjectivity under neoliberal governmentalities. Critical Studies in Education, 54(1), 85–96.
Best, S., & Kellner, D. (1991). Postmodern theory: Critical interrogations. New York, NY: Guilford Press.
Butler, J. (1990). Gender trouble and the subversion of identity. New York, NY: Routledge.
Chan, K. B., Lai, G., Ko, Y. C., & Boey, K. W. (2010). Work stress among six professional groups: The Singapore experience. Social Science & Medicine, 50(2000), 1415–1432.
Chen, K.-H. (2010). Asia as method: Toward deimperialization. Durham, NC: Duke University Press.
Chua, J. S. M. (2009). Saving the teacher’s soul: Exorcising the terrors of performativity. London Review of Education, 7(2), 159–167.
Connell, R. W. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213–229.
Davies, B. (2006). Subjectification: The relevance of Butler’s analysis for education. British Journal of Sociology of Education, 27(4), 425–438.
Foucault, M. (1984). In P. Rabinow (Ed.), The Foucault reader. New York, NY: Pantheon Books.
Foucault, M. (Ed.). (1998). Madness and civilization: A history of madness in the age of reason (R. Howard, Trans.). London, UK: Tavistock.
Foucault, M. (2003). Society must be defended: Lectures at the Collège de France, 1975–1976 (F. Ewald. Trans., Vol. 3). London, UK: Macmillan.
Foucault, M. (2008). The birth of biopolitics: Lectures at the College de France (G. Burchell, Trans., & A. Davidson Ed.). Basingstoke, UK: Palgrave Macmillan.
Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York, NY: Continuum.
Giroux, H. A. (1994). Toward a pedagogy of critical thinking. In K. S. Walters (Ed.), Re-thinking reason: New perspectives in critical thinking (pp. 199–204). Albany, NY: State University of New York Press.
Gordon, C. (1991). Governmental rationality: An introduction. In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 1–52). Chicago, IL: The University of Chicago Press.
Hargreaves, A., & Lo, L. N. (2000). The paradoxical profession: Teaching at the turn of the century. Prospects, 30(2), 167–180.
Heng, S. K. (2014, September 23). Growing our teachers, building our nation. Retrieved from https://www.moe.gov.sg/media/speeches.
Holloway, S. L., & Pimlott-Wilson, H. (2011). The politics of aspiration: Neo-liberal education policy, “low” parental aspirations, and primary school Extended Services in disadvantaged communities. Children’s Geographies, 9(1), 79–94.
Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. Abingdon, UK: Routledge.
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006.
Kenway, J. (2012). Commentary: Cultivating a defiant global research imagination in international education. Canadian and International Education, 41(3), 1.
Kenway, J., & Fahey, J. (2009). Imagining research otherwise. In J. Kenway & J. Fahey (Eds.), Globalizing the research imagination (pp. 1–39). Abingdon, UK: Routledge.
Koh, A., & Chong, T. (2014). Education in the global city: The manufacturing of education in Singapore. Discourse: Studies in the Cultural Politics of Education, 35(5), 625–636.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
Lee, Y.-J. (2009). Not if but when pedagogy collides with culture in Singapore. Pedagogies: An International Journal, 5(1), 17–26.
Lemke, T. (2014). The risks of security: Liberalism, biopolitics, and fear. In V. Lemm & M. Vatter (Eds.), The government of life: Foucault, biopolitics, and neoliberalism (pp. 59–74). New York, NY: Fordham University Press.
Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–147.
Lyotard, J.-F. (1979). The postmodern condition: A report on knowledge (G. Bennington & B. Massumi, Trans., 1984 ed.). Manchester, UK: Manchester University Press.
McNay, L. (2009). Self as enterprise dilemmas of control and resistance in Foucault’s The Birth of Biopolitics. Theory, Culture & Society, 26(6), 55–77.
Noddings, N. (1986). Fidelity in teaching, teacher education, and research for teaching. Harvard Educational Review, 56(4), 496–511.
Poon, A. M. C. (2005). Performing national service in Singapore: (Re)imagining nation in the poetry and short stories of Alfian Sa’at. The Journal of Commonwealth Literature, 40(3), 118–138. https://doi.org/10.1177/0021989405056977
Rizvi, F. (2005). International education and the production of cosmopolitan identities. RIHE International Publication Series, 9, 77–92.
Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149–161.
Smith, D. G. (2003). Curriculum and teaching face globalization. In W. F. Pinar (Ed.), International handbook of curriculum research (pp. 35–52). New York, NY: Routledge.
Tan, K. P. (2016). Choosing what to remember in neoliberal Singapore: The Singapore story, state censorship and state-sponsored nostalgia. Asian Studies Review, 40(2), 231–249.
Thomas, R., & Davies, A. (2005). Theorizing the micro-politics of resistance: New public management and managerial identities in the UK public services. Organization Studies, 26(5), 683–706.
Venn, C., & Terranova, T. (2009). Introduction: Thinking after Michel Foucault. Theory, Culture & Society, 26(6), 1–11.
Woo, Y. Y. J. (2008). Youth temporalities and the cost of Singapore's educational success. Discourse: Studies in the Cultural Politics of Education, 29(2), 159–178.
Zembylas, M. (2007). Risks and pleasures: A Deleuzo-Guattarian pedagogy of desire in education. British Educational Research Journal, 33(3), 331–347.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Pereira, A.J. (2019). Critical Conceptions of Hope and Aspiration: Hopeful Recommendations. In: Affective Governmentality. Cultural Studies and Transdisciplinarity in Education, vol 9. Springer, Singapore. https://doi.org/10.1007/978-981-13-7807-2_6
Download citation
DOI: https://doi.org/10.1007/978-981-13-7807-2_6
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-7806-5
Online ISBN: 978-981-13-7807-2
eBook Packages: EducationEducation (R0)