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Speculative Pedagogy: Education, Entrepreneurialism and the Politics of Inclusion in Contemporary Sweden
Karlstad University, Faculty of Arts and Social Sciences (starting 2013). (Kulturgeografi)
2010 (English)In: The Journal for Critical Education Policy Studies, ISSN 1740-2743, Vol. 8, no 2Article in journal (Refereed) Published
Abstract [en]

In this paper we focus on the consequences of economies and cultures of speculation in the field of education. Education is one of the arenas where the logics of speculation are being played out. It is argued that the major shifts in educational policy over the past decades in Sweden derive from what Ian Baucom aptly called speculative epistemologies. The field of education is contemporaneous with the wider recasting of society, economy, politics and culture that is premised on the neo-liberal calculus of accumulation and value maximization. In this context, education could be understood in terms of speculative pedagogy. Speculative pedagogy stands for education that strives to both capitalize knowledge, schooling or learning and realize immediate returns from knowledge, schooling and learning. Speculative pedagogy is used here as an umbrella concept to denote profit driven education and the various educational philosophies, theories and practices in education that are based on notion of valorization, capitalization and immediate returns to education, such that the primary role of education is reduced to augmenting marketable value (personal, economic, aesthetic, national, etc.). Following the classical logic of Game theory, speculative pedagogy is about learning how to calculate risks, under highly uncertain conditions. Trusting other players is a liability. Each player bets for him/herself, and expects everybody else to do the same. The basic idea being that one can only be a winner at the expense of others. Neo-liberal educational policies provide the necessary political and institutional environment where speculative pedagogies are enacted and can flourish.Entrepreneurship, employability and lifelong learning form key aspects of speculative pedagogy. As disciplinary technologies in education, the task of speculative pedagogies is to (re)mould individuals into calculating, risk-taking and maximizing subjects gamblers or docile and risk-taking subjects that live and act in accordance to the rules of the game. In what follows, we rely on recent developments in Swedish educational policy, to discuss the rise of speculative regimes in education. A major task of speculative pedagogy is to foster people that are attuned to the demands of accumulation by speculation on a global scale. Changes in educational policy over the last two decades in Sweden have transformed education into an arena where politics and pedagogies of speculation come into play whose primary objective is to promote ways of being and thinking, foster values and ideals based on the speculative logics of financial capitalism

Place, publisher, year, edition, pages
Northampton: Institute for Education Policy Studies , 2010. Vol. 8, no 2
Keyword [en]
Pedagogy, Educational Work, Subject Didactics, Didactics of Higher Education, Other research relevant to Teachers Education
National Category
Human Geography
Research subject
Human Geography
Identifiers
URN: urn:nbn:se:kau:diva-10288OAI: oai:DiVA.org:kau-10288DiVA: diva2:493819
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2015-07-16Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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More styles
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