Skip to main content
SpringerLink
Log in

An Epistemic Frame Analysis of Neoliberal Culture and Politics in the US, UK, and the UAE

  • Published:
Interchange Aims and scope Submit manuscript

Abstract

Neoliberalism is a loosely knit bricolage from economics, politics, and various forms of reactionary populism that can be envisioned as a kind of epistemic frame in which largely counterrevolutionary forces engage in the creative destruction of institutional frameworks and powers, forging divisions across society that include labor and social relations (Harvey, A brief history of neoliberalism, 2009). Such “creative destruction” implies that neoliberalism is actually a reactionary “catalog of mind” (Robin, The reactionary mind: Conservatism from Edmund Burke to Sarah Palin, 2011, p. 17); that when believers engage in reactions to programs and ideas which represent what Bourdieu (Acts of resistance: Against the tyranny of the market, 1998) called “the left hand of the state” (typically represented by teachers, judges, social workers), one result has been the “involution of the state” (p. 34) and the “destruction of the idea of public service” (Bourdieu, The abdication of the state. In P. Bourdieu (Ed.), The weight of the world: Social suffering in contemporary society, 1999, p. 182). We examine neoliberalism using Shaffer’s (Int J Learn Media 1(2):1–21, 2009) concept of an “epistemic frame” based on the epistemic frame hypothesis that suggests that a community of practice has a culture, and that the collection of values, skills, knowledge, and identity form the “epistemic frame” (p. 4). An epistemic frame has a kind of grammar and structure comprised of people’s thoughts and actions, reinforced by the ways that people see themselves, the values to which they hold, and the epistemology that binds together their agenda. The purpose of our analysis is to create a praxis for what has been termed Regressionsverbot, which is defined as “a ban on backward movement with respect to social gains at the European level” (Bourdieu, Acts of resistance: Against the tyranny of the market, 1998, p. 41). In the form of cases from the United States, the United Kingdom, and the United Arab Emirates, neoliberal initiatives are examined, unpacked, and interrogated.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abdalla, L., & Al-Homoud, M. (2001). Exploring the implicit leadership theory in the Arabian Gulf states. Applied Psychology, 50, 506–531.

    Article  Google Scholar 

  • Abdullah, M. M. (1978). The United Arab Emirates: A modern history. Westerham Hill: Hurtwood Press.

    Google Scholar 

  • Al Nahyan, S. A. (2005). What is the position of the Gulf in the world? In Emirates Centre for Strategic Studies and Research (Ed.), The Gulf challenges of the future (pp. 89–93). Abu Dhabi: ECSSR.

    Google Scholar 

  • Alexander, R. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education, 34(1), 1–33.

    Article  Google Scholar 

  • Al-Fahim, M. (1995). From rags to riches: A story of Abu Dhabi. New York: I. B. Tauris.

    Google Scholar 

  • Ali, A. (1995). Cultural discontinuity and Arab management thought. International Studies of Management and organisation, 25(3), 7–30.

    Google Scholar 

  • Al-Issa, S. (2005). The political impact of globalisation on the Arab Gulf states. In Emirates Center for Strategic Studies and Research [ECSSR] (Ed.), The Gulf challenges of the future (pp. 97–117). Abu Dhabi: ECSSR.

    Google Scholar 

  • Al-Qutami, H. M. O. (2011). Expected developments in the UAE economy over the next ten years. In ECSSR (Ed.), Education in the UAE: Current status and future developments (pp. 9–13). Abu Dhabi: ECSSR.

    Google Scholar 

  • Al-Sulayti, H. (1999). Education and training in GCC countries: Some issues of concern. In ECSSR (Ed.), Education and the Arab world: Challenges of the next millennium (pp. 271–278). Abu Dhabi: ECSSR.

    Google Scholar 

  • Apple, M. (2006). Producing inequalities: Neoliberalism, neo-conservatism, and the politics of educational reform. In H. Lauder, P. Brown, J. Dillabough, & A. Halsey (Eds.), Education, globalisation, and social change (pp. 468–489). Oxford: Oxford University Press.

    Google Scholar 

  • Asfour, G. (2006). An argument for enhancing Arab identity within globalisation. In J. Fox, N. Mourtada-Sabbah, & M. al-Mutawa (Eds.), Globalisation and the Gulf (pp. 141–147). London: Routledge.

    Google Scholar 

  • Badran, A. (1999). Human capital and quality management: Strategies for an era of globalisation. In ECSSR (Ed.), Education and the Arab world: Challenges of the next millennium (pp. 105–135). Abu Dhabi: ECSSR.

    Google Scholar 

  • Bakhtiar, L. (Ed.). (2011). Al-Ghazzali: Jewels of the Quran. Chicago: Great Books of the Islamic World Press.

    Google Scholar 

  • Bamford, J. (2009). The shadow factory: The ultra-secret NSA from 9/11 to the eavesdropping on America. New York: Random House.

    Google Scholar 

  • Beck, J. (1999). Makeover or takeover? The strange death of educational autonomy in neoliberal England. British Journal of Sociology of Education, 20(2), 223–238.

    Article  Google Scholar 

  • Beck, J. (2002). The sacred and profane in recent struggles to promote official pedagogic identities. British Journal of Sociology in Education, 23(4), 617–626.

    Article  Google Scholar 

  • Beck, J. (2006). Directed time: Identity and time in New Right and New Labour policy discourse. In R. Moore, M. Arnot, J. Beck, & H. Daniels (Eds.), Knowledge, power and educational reform: Applying the sociology of Basil Bernstein (pp. 181–195). London: Routledge.

    Google Scholar 

  • Becker, G. (1994). Human capital: A theoretical and empirical analysis with special reference to education. Chicago: University of Chicago Press.

    Google Scholar 

  • Benda, J. (1969). The treason of the intellectuals. New York: W. W. Norton & Co.

    Google Scholar 

  • Bernstein, B. (1971). On the classification and framing of knowledge. In M. F. D. Young (Ed.), Knowledge and control. London: Collier Macmillan.

    Google Scholar 

  • Bernstein, B. (1990). Class, codes and control: The structuring of pedagogic discourse (Vol. 4). London: Routledge.

    Book  Google Scholar 

  • Bernstein, B. (1996). Pedagogy, symbolic control and identity. London: Taylor & Francis.

    Google Scholar 

  • Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (rev ed.). Maryland, MD: Rowman & Littlefield Education.

    Google Scholar 

  • Betts, J. R., & Tang, Y. E. (2011). The effect of charter schools on student achievement: A meta- analysis of the literature (pp. 1–63) [National Charter School Research Project, Center on Reinventing Public Education]. http://www.ncsrp.org.

  • Bibb, H. (1851). Narrative of the life and adventures of Henry Bibb, an American slave. Documenting the American South. Chapel Hill, NC: The University of North Carolina at Chapel Hill. http://docsouth.unc.edu/nc.

  • Bonastia, C. (2012a). Why the racist history of the charter school movement is never discussed. http://www.alternet.org.

  • Bonastia, C. (2012b). Southern stalemate: Five years without public education in Prince Edward County, VA. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Bourdieu, P. (1998). Acts of resistance: Against the tyranny of the market. New York: New Press.

    Google Scholar 

  • Bourdieu, P. (1999). The abdication of the state. In P. Bourdieu (Ed.), The weight of the world: Social suffering in contemporary society (pp. 181–188). Stanford, CA: Stanford University Press.

    Google Scholar 

  • Bourdieu, P. (2006). The forms of capital. In H. Lauder, P. Brown, J. Dillabough, & A. Halsey (Eds.), Education, globalisation, and social change (pp. 105–118). Oxford: Oxford University Press.

    Google Scholar 

  • Bourdieu, P., & Passeron, J. C. (2000). Reproduction in education, society and culture (2nd ed.) (1st ed., 1977). London: Sage.

  • Brindley, S. (2013). Knowledge, whose knowledge? Journal of Teacher Development, 17(2).

  • Brindley, S. Finding my own voice: Teachers, research, professionalism, identity and knowledge (in press).

  • Brown, A. (2011). The grey line: Modern corporate espionage and counter intelligence [Amur Strategic Research Group]. www.amurstrategic.com.

  • Buras, K. (2011). Race, charter schools, and conscious capitalism: On the spatial politics of whiteness as property (and the unconscionable assault on Black New Orleans). Harvard Educational Review, 81(2), 296–330.

    Google Scholar 

  • Buras, K., & Apple, M. W. (2005). School choice, neoliberal promises, and unpromising evidence. Educational Policy, 19(3), 550–564.

    Article  Google Scholar 

  • Buzan, G., Waever, O., & de Wilde, J. (1998). Security: A new framework for analysis. Boulder: Lynn Rienner.

    Google Scholar 

  • Chomsky, N. (1999). How the world works. Berkeley, CA: Soft Skull Press.

    Google Scholar 

  • Croucher, M., (2012, November 25). Dubai to build world’s largest mall…. Again. The National [blog]. http://www.thenational.ae/news/uae-news/dubai-to-build-worlds-biggest-mall-again.

  • Department for Education and Skills. (2004). Five year strategy for children and learners: Putting people at the heart of public services (pp. 1–110). Colegate, Norwich: HM Government. http://planipolis.iiep.unesco.org/upload/UK/UK_Dfes5yearstrategy.pdf.

  • Dolowitz, D., & Marsh, D. (1996). Who learns from whom: A review of the policy transfer literature. Political Studies, 44(2), 343–357.

    Article  Google Scholar 

  • Donn, G., & Al Manthri, Y. A. (2010). Globalisation and higher education in the Arab Gulf states. Oxford: Symposium Books.

    Google Scholar 

  • Elbaz, F. (1991). Research on teacher’s knowledge: The evolution of a discourse. Journal of Curriculum Studies, 23(1), 1–19.

    Article  Google Scholar 

  • El-Khaleh, E. (2012). The Islamic ethics of leadership: A promising model for future leaders. Paper presented at the Commonwealth Conference for Educational Administration and Management Annual Conference, Limassol, Cyprus.

  • Emirates Center for Strategic Studies and Research. (Ed.) (2005a). With united strength: H. H. Shaikh Zayid bin Sultan Al Nahyan. Abu Dhabi: ECSSR.

  • Emirates Center for Strategic Studies and Research. [ECSSR]. (Ed.) (2005b). The Gulf challenges of the future. Abu Dhabi: ECSSR.

  • English, F. W., Papa, R., Mullen, C. A., & Creighton, T. (2012). Educational leadership at 2050: Conjectures, challenges and promises. Lanham, MD: Rowman & Littlefield Education.

    Google Scholar 

  • Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national systems and “mode 2” to a triple helix of university–industry–government relations. Research Policy, 29, 109–123.

    Article  Google Scholar 

  • Etzkowitz, H., Webster, A., Gebhardt, C., & Terra, B. R. C. (2000). The future of the university and the university of the future: Evolution of ivory tower to entrepreneurial paradigm. Research Policy, 29, 313–330.

    Article  Google Scholar 

  • Fakhro, A. M. (2009). Modernizing education: Points of departure, conditions and gateways. In ECSSR (Ed.), The Arabian Gulf: Between conservatism and change (pp. 291–297). Abu Dhabi: ECSSR.

    Google Scholar 

  • Fiori, T. A., Harwell, L. M., Blackorby, J., & Finnigan, K. S. (2000). Charter schools and students with disabilities: A national study [Final report]. Washington, DC: Office of Educational Research and Improvement, US Department of Education [USDOE]. [ERIC document ED452657]. www.eric.ed.gov.

  • Fitzsimons, P. (2000). Neoliberalism and “social capital”: Reinventing community. Paper presented at the annual conference of the American education research association, New Orleans.

  • Fox, J., Mourtada-Sabbah, N., & al-Mutawa, M. (2006). The Arab Gulf region: Traditionalism globalized or globalisation traditionalized? In J. Fox, N. Mourtada-Sabbah, & M. al-Mutawa (Eds.), Globalisation and the Gulf (pp. 3–59). London: Routledge.

    Google Scholar 

  • Frankenberg, E., Siegel-Hawley, G., & Wang, J. (2010). Choice without equity: Charter school segregation and the need for civil rights standards. Los Angeles, CA: The Civil Rights. Project/Proyecto Derechos Civiles at UCLA. www.civilrightsproject.ucla.edu.

  • Freire, P. (1970). Pedagogy of the oppressed. London: Continuum.

    Google Scholar 

  • Freire, P. (1974). Education for critical consciousness. Franklin, WI: Sheed & Ward.

    Google Scholar 

  • Frieden, L., (2003, April 15). School vouchers and students with disabilities: A policy paper. The National Council on Disability. http://www.ncd.gov.

  • Gause, F. G. (2010). The international relations of the Persian Gulf. Cambridge: Cambridge University Press.

    Google Scholar 

  • Gibbons, M., Limoges, C., Nowotony, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage.

    Google Scholar 

  • Giroux, H. A. (2000). Teachers as intellectuals: Toward a critical pedagogy of learning. London: Bergin and Garvey.

    Google Scholar 

  • Giroux, H., & Purpel, D. (Eds.). (1983). The hidden curriculum and moral education. Berkeley, CA: McCutchan Publishing.

    Google Scholar 

  • Glasersfeld, E. V. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80(1), 121–140.

    Article  Google Scholar 

  • Gleason, P., Clark, M., Tuttle, C. C., & Dwoyer, E. (2010). The evaluation of charter school impacts: Final report. [NCEE 2010-4029] National Center for Education Evaluation and Regional Assistance (pp. 1–262) [USDOE]. http://www.mathematica-mpr.com/publications/pdfs/education/charter_school_impacts.pdf.

  • Goldstein, J. (2006). The presence of the past: Confronting the Nazi state and Jim Crow. http://www.humanityinaction.org.

  • Graham, M., (2012, May). North Carolina Senator Malcolm Graham, Democrat-Charlotte. Personal communication with the senator about why he cosponsored the bill to lift the charter school cap. Raleigh, NC.

  • Green, T. F. (1971). The activities of teaching. New York: McGraw Hill.

    Google Scholar 

  • Griffin, A. (1997). Knowledge under attack: Consumption, diversity and the need for values. In R. Barnett & A. Griffin (Eds.), The end of knowledge in higher education. London: Continuum International Publishing Group.

    Google Scholar 

  • Habermas, J. (1976). Legitimation crisis. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Habermas, J. (1987). The theory of communicative action. Boston, MA: Beacon Press.

    Google Scholar 

  • Hargreaves, D. H. (1998). Creative professionalism: The role of teachers in a knowledge society. London: Demos.

    Google Scholar 

  • Harvey, D. (2009). A brief history of neoliberalism. Oxford: Oxford University Press.

    Google Scholar 

  • Heard-Bey, F. (2004). From trucial states to United Arab Emirates: A society in transition. Dubai: Motivate Publishing.

    Google Scholar 

  • Hehir, T. (2010). Charters: Students with disabilities need not apply? Education Week, 29(19), 18–19, 21.

    Google Scholar 

  • Held, D. (1989). Political theory and the modern state: Essays on state, power, and democracy. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.

    Article  Google Scholar 

  • Hill, D. (Ed.). (2009). Contesting neoliberal education: Public resistance and collective advance. New York: Routledge.

    Google Scholar 

  • Hillage, J., Pearson, R., Anderson, A., & Tamkin, P. (1998). Excellence in research in schools. (Department for Education and Employment [DfEE], Research Brief No. 74). http://www.employment-studies.co.uk/pubs/summary.php?id=exceled&style=print.

  • Hofstede, G. (1991). Cultures and organisations: Software of the mind, intercultural cooperation and its importance for survival. New York: McGraw-Hill.

    Google Scholar 

  • Howell, W. G., Wolf, P. J., Campbell, D. E., & Peterson, P. E. (2002). School vouchers and academic performance: Results from three randomized field trials. Journal of Policy Analysis and Management, 21(2), 191–217.

    Article  Google Scholar 

  • Huntington, S. (2003). The clash of civilizations and the remaking of the world order. New York: Simon & Schuster.

    Google Scholar 

  • Ikenberry, G. J. (1990). The international spread of privatization policies: Inducements, learning and “policy band wagoning”. In E. Suleiman & J. Waterbury (Eds.), The political economy of public sector reform and privatization (pp. 88–109). Boulder, CO: Westview.

    Google Scholar 

  • Kazim, A. (2000). The United Arab Emirates A.D. 600 to the present: A socio-discursive transformation in the Arabian Gulf. Dubai: Gulf Book Centre.

    Google Scholar 

  • Kentli, F. (2009). Comparison of hidden curriculum theories. European Journal of Educational Studies, 1(2), 83–88.

    Google Scholar 

  • Kincheloe, J. L. (2003). Teachers as researchers qualitative inquiry as a path to empowerment. London: RoutledgeFalmer.

    Google Scholar 

  • Klein, K. J., & Kozlowski, S. W. J. (2000). Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions. Thousand Oaks, CA: Jossey-Bass.

    Google Scholar 

  • Krane, J. (2006). Cranes, cranes, cranes—Dubai needs more [Associated Press]. http://the.honoluluadvertiser.com/article/2006/Jun/30/bz/FP606300341.html.

  • Küng, H. (2009). Islam: Past, present and future. Oxford, UK: Oneworld.

    Google Scholar 

  • Kymlicka, W. (2001). Politics in the vernacular: Nationalism, multiculturalism, citizenship. Oxford: Oxford University Press.

    Book  Google Scholar 

  • Lewis, R. (2006). When cultures collide: Leading across cultures (3rd ed.). Boston: Nicholas Brealey International.

    Google Scholar 

  • Lootah, M. (2011). Assessing educational policies in the UAE. In ECSSR (Ed.), Education in the UAE: Current status and future developments (pp. 27–52). Abu Dhabi: ECSSR.

    Google Scholar 

  • Louer, L. (2008). Transnational Shia politics: Religious and political networks in the Gulf. London: Hurst and Co.

    Google Scholar 

  • Macris, J. R. (2010). The politics and security of the Gulf: Anglo-American hegemony and the shaping of a region. London: Routledge.

    Google Scholar 

  • Marginson, S., & Considine, M. (2000). The enterprise university: Power, governance and reinvention in Australia. Cambridge: Cambridge University Press.

    Google Scholar 

  • McLaren, P. (2000). Foreword. In H. A. Giroux (Ed.), Teachers as intellectuals: Toward a critical pedagogy of learning (pp. xx–xxi). London: Bergin and Garvey.

    Google Scholar 

  • McLaughlin, M. J., & Henderson, K. (1998). Charter schools in Colorado and their response to the education of students with disabilities. Journal of Special Education, 32, 99–107.

    Article  Google Scholar 

  • McNeil, M., (2009, August 28). Rural areas perceive policy tilt: Urban bias seen on stimulus, but ed. dept. vows balance. Education Week. http://www.edweek.org/ew/articles/2009/09/02/02stim-rural.h29.html.

  • Meyer, J. P. (2010). DPS charter school takes kids with severe disabilities. http://www.denverpost.com.

  • Mock, B. (2010). New Orleans accused of failing disabled students [Newsweek.com]. http://www.newsweek.com.

  • Moe, T., & Chubb, J. (2009). Liberating learning: Technology, politics, and the future of American education. San Francisco, CA: Jossey-Bass.

    Book  Google Scholar 

  • Molesworth, M., Scullion, R., & Nixon, E. (Eds.). (2011). The marketisation of higher education and the student as consumer. London: Routledge.

    Google Scholar 

  • Mommsen, W. (1980). Theories of imperialism. Chicago: University of Chicago Press.

    Google Scholar 

  • Moore, R. (1987). Education and the ideology of production. British Journal of Sociology of Education, 8(2), 227–242.

    Article  Google Scholar 

  • Morgan, M. (2007). Lost history: The enduring legacy of Muslim scientists, thinkers, and artists. Washington, DC: National Geographic Society.

    Google Scholar 

  • National Center for Education Statistics. (NCES). (2011). Fast facts. [USDOE]. http://nces.ed.gov/fastfacts/display.asp?id=59.

  • National Commission on Excellence in Education. (NCEE). (1983). A nation at risk: The imperative for educational reform (pp. 1–48). http://www.teachertenure.procon.org.

  • National Heritage Academies. (NHA). (2012). About us. www.nhaschools.com.

  • Ni, Y. (2012). The sorting effect of charter schools on student composition in traditional public schools. Educational Policy, 26(2), 215–242.

    Article  Google Scholar 

  • Norris, N. (1991). The trouble with competence. Cambridge Journal of Education, 21(3), 331–341.

    Article  Google Scholar 

  • North Carolina General Assembly. (NCGA). (2012). North Carolina constitution. http://www.ncga.state.nc.us.

  • NCGA. (1996). Charter schools purpose, §115C-238.29a, c. 731, s. 2. http://www.ncga.state.nc.us.

  • Pierson, L. (2011). Comprehensive new school model education in the UAE. In ECSSR (Ed.), Education in the UAE: Current status and future developments (pp. 17–26). Abu Dhabi: ECSSR.

    Google Scholar 

  • Pollard, A., Collins, J., Simco, N., Swaffield, S., Warin, J., & Warwick, P. (2002). Reflective teaching effective and evidence-informed professional practice. London: Continuum.

    Google Scholar 

  • Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books.

    Google Scholar 

  • Reed, L., & Tehranian, M. (1999). Evolving security regimes. In M. Tehranian (Ed.), Worlds apart: Human security and global governance (pp. 23–53). London: I. B. Tauris.

    Google Scholar 

  • Rizvi, F., & Lingard, B. (2006). Globalisation and the changing nature of the OECD’s educational work. In H. Lauder, P. Brown, J. Dillabough, & A. Halsey (Eds.), Education, globalisation, and social change (pp. 247–260). Oxford: Oxford University Press.

    Google Scholar 

  • Robin, C. (2011). The reactionary mind: Conservatism from Edmund Burke to Sarah Palin. Oxford: Oxford University Press.

    Google Scholar 

  • Rosenthal, F. (1989). The history of al-Tabari: General introduction and from the creation to the flood, (Trans.) (Vol. I). Albany, NY: SUNY.

  • Ross, E., & Gibson, R. (Eds.). (2007). Neoliberalism and education reform. Cresskill: Hampton Press.

    Google Scholar 

  • Rugh, A. (2007). The political culture of leadership in the United Arab Emirates. New York: Palgrave Macmillan.

    Book  Google Scholar 

  • Said, E. (2006). Orientalism now. In H. Lauder, P. Brown, J. Dillabough, & A. Halsey (Eds.), Education, globalisation, and social change (pp. 138–142). Oxford: Oxford University Press.

    Google Scholar 

  • Samier, E. A. (2001). Demandarinisation in the new public management: Examining changing administrative authority from a Weberian perspective. In E. Hanke & W. J. Mommsen (Eds.), Max Webers herrschaftssoziologie: Studien zu entstehung und wirkung (pp. 235–263). Tübingen: Mohr/Siebeck.

    Google Scholar 

  • Samier, E. A. (2011). Western doctoral programmes as public service, cultural diplomacy or intellectual imperialism? [BELMAS keynote]. Oxford: Oxford Brookes University.

    Google Scholar 

  • Sandel, M. (2012). What money can’t buy: The moral limits of markets. New York: Farrar, Straus and Giroux.

    Google Scholar 

  • Shaffer, D. W., et al. (2009). Epistemic network analysis: A prototype for 21st century assessment of learning. International Journal of Learning and Media, 1(2), 1–21.

    Article  Google Scholar 

  • Shulman, L. (1992). Ways of seeing, ways of knowing, ways of teaching, ways of learning about teaching. Journal of Curriculum Studies, 28, 393–396.

    Google Scholar 

  • Slaughter, S., & Leslie, L. L. (1999). Academic capitalism: Politics, policies, and the entrepreneurial university. Baltimore, MD: Johns Hopkins University Press.

    Google Scholar 

  • Smith, L. T. (2006). Colonizing knowledges. In H. Lauder, P. Brown, J. Dillabough, & A. Halsey (Eds.), Education, globalisation, and social change (pp. 557–569). Oxford: Oxford University Press.

    Google Scholar 

  • Smith, P. M. (2008). Introduction. In C. Davidson & P. M. Smith (Eds.), Higher education in the Gulf States: Shaping economies, politics and culture (pp. 9–22). London: SAQI Press.

    Google Scholar 

  • Stedman, D. J. (1995, March). The future of education? Greensboro News & Record, 19, p. F1.

    Google Scholar 

  • Steward, T. (1998). Intellectual capital: The new wealth of organisations. London: Nicholas Brealey.

    Google Scholar 

  • Sugarman, S. D. (2002). Charter school funding issues. Education Policy Analysis Archives, 10, 34.

    Google Scholar 

  • Tehranian, M. (2004). Cultural security and global governance: International migration and negotiations of identity. In J. Friedman & S. Randeria (Eds.), Worlds on the move: Globalisation, migration and cultural security (pp. 3–22). London: I. B. Tauris.

    Google Scholar 

  • Trompenaars, F., & Hampden-Turner, C. (2012). Riding the waves of culture: Understanding diversity in global business. London: Nicholas Brealey.

    Google Scholar 

  • Turque, B. (2011, August 23). For D.C.’s charter schools, a new day. Washington Post. http://www.highbeam.com/doc/1P2-29456870.html.

  • Ulrichsen, K. C. (2011). Insecure gulf: The end of certainty and the transition to the post-oil era. London: Hurst & Co.

    Google Scholar 

  • University of North Carolina at Chapel Hill. [UNCCH]. (2002). Revised code–no. 105. Slaves and free persons of color: An act concerning slaves and free persons of color. [Section 29, 1830. Documenting the American South]. http://docsouth.unc.edu/nc/slavesfree/slavesfree.html.

  • Urrieta, L. (2006). Community identity discourse and the heritage academy: Colorblind educational policy and White supremacy. International Journal of Qualitative Studies in Education, 19(4), 455–476.

    Article  Google Scholar 

  • US Department of Education. [USDOE]. (2012). Magnet schools assistance. http://www.2.ed.gov/programs/magnet.index.html.

  • Weber, M. (1930). The protestant ethic and the spirit of capitalism. London: Unwin Hyman.

    Google Scholar 

  • Weber, M. (1949). The methodology of the social sciences. New York: The Free Press.

    Google Scholar 

  • Weber, M. (1968). Economy and society: An outline of interpretive sociology. (Vols. 1 & 2). Berkeley, CA: University of California Press.

    Google Scholar 

  • Whitty, G. (2000). Teacher professionalism in new times. Journal of In-Service Education, 26(2), 281–295.

    Article  Google Scholar 

  • Wikipedia. (2012). Wikipedia: The free encyclopedia [http://www.wikipedia.org]. http://en.wikipedia.org/wiki/Jim_Crow_laws.

  • Zeichner, K. (1983). Individual and institutional influences related to the socialization of beginning teachers. In G. Griffin & H. Hukill (Eds.), First years of teaching: What are the pertinent issues? Austin, TX: University of Texas.

    Google Scholar 

Download references

Acknowledgments

We are grateful to Dr. Lisa C. Ehrich of the Queensland University of Technology, Australia, and Sheryl J. Lieb, Ph.D. student at The University of North Carolina at Greensboro, for their helpful reading of this manuscript.

Author information

Authors and Affiliations

  1. Virginia Tech, 226 War Memorial Hall (0313), Blacksburg, VA, 24061, USA

    Carol A. Mullen

  2. Faculty of Education, The British University in Dubai, 1st & 2nd Floor, Block 11, Dubai International Academic City (DIAC), PO Box 345015, Dubai, United Arab Emirates

    Eugenie A. Samier

  3. Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, UK

    Sue Brindley

  4. 3001 Staffield Lane, Chapel Hill, NC, 27516, USA

    Fenwick W. English

  5. Guilford County Schools, 712 N. Eugene Street, Greensboro, NC, USA

    Nora K. Carr

Authors
  1. Carol A. Mullen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Eugenie A. Samier
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sue Brindley
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Fenwick W. English
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Nora K. Carr
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Carol A. Mullen.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Mullen, C.A., Samier, E.A., Brindley, S. et al. An Epistemic Frame Analysis of Neoliberal Culture and Politics in the US, UK, and the UAE. Interchange 43, 187–228 (2013). https://doi.org/10.1007/s10780-013-9176-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10780-013-9176-0

Keywords

Search

Navigation