Introduction
Over recent decades, the world has undergone a major shift in education policy from State-led to market-led reforms spearheaded by a neoliberal ideological and political ascendancy. This has been manifested through structural adjustment programs (SAPs) in both developed and developing country contexts (Carnoy 1995). This entry discusses how neoliberal policy reforms have further undermined the possibility of democratic teaching and learning in developing country contexts. The entry begins with a discussion on the characteristics and conditions necessary for what is imagined in modern society as democratic teaching and learning. It then discusses how democratic teaching and learning has been, and continues to be, constrained by dominant education marketization policy discourses. It is argued that democratic teaching and learning does not just begin and flourish in the classroom. Rather, it should be viewed as the result of continuous historically, culturally, and socially...
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Mislay, M.A. (2017). Social Imaginaries and Democratic Teaching and Learning. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_397
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DOI: https://doi.org/10.1007/978-981-287-588-4_397
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