Education, the new politics of differentiation and ordinal citizenship.
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| Title: | Education, the new politics of differentiation and ordinal citizenship. |
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| Authors: | Robertson, Susan L.1 (AUTHOR) slr69@cam.ac.uk |
| Source: | Journal of Curriculum Studies. Oct2024, Vol. 56 Issue 5, p662-672. 11p. |
| Subject Terms: | *Educational objectives, *Citizenship, Working class, War & society, Civil war, Social classes |
| Abstract: | In this paper, I argue a new politics of ordinal differentiation and its instruments for governing education aims to make invisible a 'low intensity civil war' against the labouring classes. It does this through the elevation and ubiquity of actuarial and quantitative measures aimed at producing a new form of differentiated belonging: that of ordinal citizenship. These measures: elevate individual agency, erasing the idea of social class as a nominal identity; assert the importance of classification in a myriad number of instruments of imagination, including rankings, intended to spur individual self-improvement; and replaces social fairness with statistical fairness. These actuarial and quantitative measures, on the one hand reposition us as striving individuals in a new economy of worth and value, through the ways in which ordinal instruments govern a new politics of differentiation and legitimize the rise of ordinal citizenship. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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