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ERIC Number: EJ950246
Record Type: Journal
Publication Date: 2011
Pages: 54
Abstractor: ERIC
Reference Count: 86
ISSN: ISSN-1071-4413
"The Walking Wounded": Youth, Public Education, and the Turn to Precarious Pedagogy
Fisher, Jennifer
Review of Education, Pedagogy & Cultural Studies, v33 n5 p379-432 2011
Echoing Henry Giroux's concerns for the current state of youth and education, this article seeks to provide a cultural history that focuses on the cycles of violence and non-violence happening within public education systems in North American democracies like Canada, with Ontario being the author's primary focus. More specifically, the author examines how children and youth have been left to negotiate this brave new post-industrial world on their own by reviewing the recent securitization of public schools in Toronto. In the first section of this article, the author outlines a theoretical framework that investigates how shifting definitions of childhood and youth have been accompanied by the rise of care deficits. By placing the important sociological work of Zygmunt Bauman and Arlie Hochschild in conversation with each other, she hopes to establish how the complex intersections between the declining status of youth, trends of disinvestment, and turn to securitization offer timely insights into the "cool" cultural climate children now navigate largely on their own. In the second section, she focuses on the recent history of securitization in Toronto public schools as a case study that demonstrates how the absorption of young people into the ""surveillance economy" of contemporary schooling" cannot be understood outside of a biopolitical discourse of containment and control that works to regulate matters of life and (social) death. In the penultimate section of this article, the author suggests that while the task of countering the imposition of neoliberal securitization and its politics of exclusion does require asking about the need to move toward a pedagogy that takes matters of affect into account, such a project cannot be reduced to this inquiry alone. She concludes by leaving open the suggestion that thinking about education and youth through the concept of a precarious pedagogy is an intervention that reconsiders how neoliberalism has transformed education into a perilous state of affairs. It also investigates how the language of precarity and risk are central to any viable notion of youthful needs, schooling, and democratic public life. (Contains 20 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Canada (Toronto)