The document provides an overview of neoliberalism and its rise as the dominant ideology since the 1970s. It discusses key figures who promoted neoliberal policies like Thatcher, Reagan, Deng and Pinochet. It also summarizes critiques of neoliberalism from scholars like Harvey, Kelsey and analyses of the crisis of the welfare state and neoliberal critiques of state intervention in the economy.
Presentation on Modernization Theory for PS 212 Culture and Politics in the Third World at the University of Kentucky, Summer 2007. Dr. Christopher S. Rice, Instructor.
Peace of Westphalia (1648) not only created the modern nation-state system in Europe but also stipulated the basic rules of statecraft.
Despite all the criticisms, the concept of state and nation took firm roots in most parts of the world, thanks to colonialism.
However, it is now facing existential challenges from different sources
This presentation is all about the modern nation-state system, its origin, essential elements, challenges it is facing, & its future prospects
The presentation is on neoliberalism in international relations. The emergence of neoliberalism and convergence and difference of neoliberalism and structural realism as well as barriers to international cooperation is presented.
Presentation on Modernization Theory for PS 212 Culture and Politics in the Third World at the University of Kentucky, Summer 2007. Dr. Christopher S. Rice, Instructor.
Peace of Westphalia (1648) not only created the modern nation-state system in Europe but also stipulated the basic rules of statecraft.
Despite all the criticisms, the concept of state and nation took firm roots in most parts of the world, thanks to colonialism.
However, it is now facing existential challenges from different sources
This presentation is all about the modern nation-state system, its origin, essential elements, challenges it is facing, & its future prospects
The presentation is on neoliberalism in international relations. The emergence of neoliberalism and convergence and difference of neoliberalism and structural realism as well as barriers to international cooperation is presented.
COSTS AND BENEFITS OF NEOLIBERALISM. A CLASS ANALYSIS by
Gerard DUMENIL and Dominique LEVY MODEM-CNRS and CEPREMAP - http://www.peri.umass.edu/fileadmin/pdf/financial/fin_dumenil.pdf
In spite of complicated economic conditions, corporate and foundation relations programs must continue to forge ahead. CFR professionals are challenged like never before to creatively serve our clients and partners and advance our institutional missions. This panel discussion will focus on tips and inventive ideas designed to help corporate and foundation programs move forward during these difficult times. Participants are encouraged to bring questions and share best practices. Dondi Cupp, Assistant Vice President for Advancement at the University of Washington, will moderate this interactive panel discussion.
Presenters:
Dondi Cupp, UW AVP for Corp. Found. Relations
Joanna Glickler, Director of Corporate & Foundation Relations, UW Medicine Advancement
Lorena McLaren, Director of Corporate & Foundation Relations, UW College of Engineering
Tracy Ostrem, Assistant Dean for Advancement, UW College of Arts & Sciences
Comparativists are interested not only in the causes and forms of change, but also in the various impacts that it has on the policymaking process. Profound political and economic changes have characterized the 20th and early 21st centuries, and governments and politics.
Workshop 1
Gender, Education and New Technologies: Assessing the evidence
Led by Michael Peters
Workshop 2
Girls, Social Media & Social Networking: Harnessing the talent
Led by Tina Besley
In providing a counter-narrative, the Western world should do more in the way of understanding the elements that Islamist and Jihadist master narratives share. They should also be wary of inadvertently advancing the cause of such groups. Western societies have a much better opportunity in providing a counter-narrative to their own Muslim populations that can more effectively undermine the predominant Islamist and Jihadist narratives. Given the highly unfavourable views held of Christianity, Judaism and the West in general, it is futile to attempt to reverse years of fermenting hostility fostered by Islamist and Jihadist indoctrination. Instead, it is probably more likely that efforts to roll back and contain the radical narratives in Western countries will provide the most effective counter narrative yet
Education, philosophy and politics is the tripos that occupies a central place within the Western tradition defining the canon and genres, as well as the practices of political and pedagogical institutions that to a large extent have endured in one form or other premised upon the notion of logos and dialogical exchange as the educational basis for the pursuit of the good life. It is difficult to separate these elements historically, and from ancient times they have together formed the cultural basis of life in the polis : in a word, education as the political philosophy of democratic citizenship, representation and active participation in the polis.
Cultures of Openness: New Architectures of Global Collaboration in Higher Edu...Michael Peters
Defining a ‘Culture of Openness’
Technopolitical economy of openness
- Politics of Openness
- Technologies of Openness
- Economics of Openness
Open Cultures/Open Education
New Architectures of Collaboration
Towards an Ontology of Openness
Virtuous Learning: Ubiquity, Openness, Creativity
Virtuous does not mean only ‘virtual’
Virtuous also means more than ‘VLE’ or ‘VLC’
Virtuous learning which relies on ubiquity, openness and creativity encourages social and epistemic learning virtues
The Theatre of Fast Knowledge: Performative Epistemologies in Higher Education Michael Peters
In this paper, we ‘play’ with several ideas:
‘Fast knowledge’ (epistemology) in the higher education context
‘performance’
Introduction to current economic thinking on ‘fast-food’ and McDonaldization
We consider what this means for higher education
Research quality, bibliometrics and the republic of scienceMichael Peters
Ideologies of Knowledge & Knowledge Cultures
English Renaissance: Forbidden Knowledge – Marlow’s Dr Faustus
French Enlightenment – Encyclopedic Knowledge – Diderot’s L'Encyclopédie
Postmodern Knowledge Economy - Thomson’s ‘total information solution’
2. Byblos, Bibliographies & Bibliometrics
Journals, Journology & The Origins of Peer Review
Bibliometrics and the Architecture of Global Science
Research Quality and the Development of National Systems
3. Peer Review, Bibliometrics & the Governance of Science
Quality Assurance Replaces ‘Truth’ as Core Commitment of Post-normal Science & the Case for ‘Extended Peer Review’
The Centrality of Peer Review to the Republic of Science and the Shift to Bibliometrics
The Limitations of Citation Analysis
‘Openness’ and ‘Open Education’ in the Global Digital Economy: An Emerging Paradigm of Social Production
Introduction
2. The Emerging Open Education Paradigm
3. The History of ‘Openness’ in Education: From the Open Classroom to OCW
4. Bergson, Popper, Soros and the Open Society
The New Paradigm of Social Production
Conclusions
There has been a great deal of speculative eschatology around the book—the end of the book, the end of print culture, and the demise of the author as well as a kind of messianic heralding of the new age of the screen, universal access to information and learning, and commons-based cultural production.
"U.S. Neoconservatism, Education and the Critique of Liberalism.'
Neoconservatism is a US phenomenon that at one level represents a historical and ideological reaction to the sixties counter cultural revolution that established new freedoms for Blacks, students, women, gays, and 'cultural minorities'.
The presentation also charts the significance of education as a battleground against multiculturalism and as a basis for a resocialization and neoconservative remoralisation of education.
This slide set provides an introduction to narrative inquiry in education research. Narrative and narratology provides a new model for a critical language in education
What does it mean to live in a post-truth world? Is a post-truth world functional? This slide set discusses the centrality of truth to our institutions and its crucial significance for education
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
What is neoliberalism?
1. What is neoliberalism?
TEPC220-12A (HAM) / PCSS201-12A (HAM)
Social Issues in Aotearoa/New Zealand
Education
Education and New Zealand Society
2. Rationale for this course
There are four main aims for this course:
1. to introduce students to the underlying political and economic
theory behind neoliberal ideology as the main educational policy
paradigm in New Zealand since 1984;
2. to introduce students to an episode of contemporary educational
history in New Zealand since the election of the Fourth Labour
Government in 1984;
3. to introduce students to the notion of ‘policy enactments’;
4. to consider some of the ‘lived effects’ of policy in schools.
3. Restructuring of state education
• The restructuring of state education systems and particularly higher
education in many Western countries during the last two decades
has involved a series of significant shifts:
- away from education as free and secular to private, personalised
and religious;
- away from “equality of opportunity” that historically defined NZ’s
welfare state;
- away from state education to private education;
- away from an emphasis on administration and policy to an emphasis
on management;
• This phenomenon needs to be viewed in the context of the rise of
neoliberalism as the predominant ideology of globalization.
4. A Brief History of Neoliberalism
• Harvey traces the intellectual
roots of neo-liberal thought to
the Austrian political
philosopher Friedrich von
Hayek (author of The
Consititution of Liberty). It is,
Harvey says, a form of
utopianism the dangers of
which were first identified by
Hayek’s contemporary Karl
Polyani back in 1944.
5. Karl Polyani
• “The idea of freedom ‘…degenerates into a mere advocacy of free
enterprise’, which means ‘the fullness of freedom for those whose
income leisure and security need no enhancing, and a mere pittance
of liberty for the people, who may in vain attempt to make use of
their democratic rights to gain shelter from the power of the owners
of property’. But if, as is always the case, ‘no society is possible in
which power and compulsion are absent, nor a world in which force
has no function’, then the only way this liberal utopian vision could
be sustained is by force, violence and authoritarianism. Liberal or
neo-liberal utopianism is doomed, in Polyani’s view to be frustrated
by authoritarianism, or even outright fascism”.
6. Ronald Reagan
• 40th President 1981-89
• Governor of California, 1967–1975
• First term, 1981–1985
• "In this present crisis, government is
not the solution to our problems;
government is the problem.”
• “Reaganomics”: Reagan implemented
policies based on supply-side
economics and advocated a classical
liberal and laissez-fair philosophy,
seeking to stimulate the economy with
large, across-the-board tax cuts.
• Second term, 1985–1989
• End of the Cold War
7. Deng Xiaoping
• As leader of the Communist Party 1978-92),
Deng was a reformer who led China towards
a market economy.
• "To learn knowledge and truth from the West
in order to save China.”
• Gaige Kaifang (lit. Reforms and Openness):
Since 1979, the economic reforms
accelerated the capitalist type, while
maintaining the Communist-style rhetoric.
• advanced the "four modernizations"
(economy, agriculture, scientific and
technological development and national
defense)
• “Socialism with Chinese characteristics”
• “Planning and market forces are not the essential
difference between socialism and capitalism. A
planned economy is not the definition of socialism,
because there is planning under capitalism; the
market economy happens under socialism, too.”
8. Margaret Thatcher
• Longest serving British PM 1979-1990
• Strongly influenced by Hayek and Milton
Friedman
• Agenda of lowering direct and increasing
indirect taxation; attack on labor unions;
privatisation of state assets.
• “I think we have gone through a period when too many
children and people have been given to understand "I
have a problem, it is the Government's job to cope with
it!" or "I have a problem, I will go and get a grant to cope
with it!" "I am homeless, the Government must house
me!" and so they are casting their problems on society
and who is society? There is no such thing! There are
individual men and women and there are families and no
government can do anything except through people and
people look to themselves first. It is our duty to look after
ourselves and then also to help look after our neighbour
and life is a reciprocal business and people have got the
entitlements too much in mind without the obligations”
(1987)
9. Augusto Pinochet, Chile
• President of the Government Junta (1973-
1981), President of the Republic 1974-1990.
• In 1973 led a coup d’etat to depose Allende
of a democratically-elected socialist
government
• Killed, interred and tortured thousands of
political opponents
• Under the influence of the free market-
oriented libertarian “Chicago Boys”
implemented economic reforms including
tariff cutting, opening markets, curbing union
activity, privatising social security, and
privatisation of state assets.
• Transferred power to a democratically
elected President in 1990
• Human rights violations, embezzlement and
tax evasion
10. David Harvey
David Harvey is Distinguished Professor of Anthropology at the City University of New York, well
known for his research and writing on globalisation and social change.
• “Future historians may well look upon the years 1978–80 as a revolutionary turning-
point in the world’s social and economic history. In 1978, Deng Xiaoping took the first
momentous steps towards the liberalization of a communist-ruled economy in a
country that accounted for a fifth of the world’s population. The path that Deng
defined was to transform China in two decades from a closed backwater to an open
centre of capitalist dynamism which sustained growth rates unparalleled in human
history … Margaret Thatcher [was] elected Prime Minister of Britain in May 1979, with
a mandate to curb union power … Then, in 1980, Ronald Reagan was elected
President of the United States and, armed with geniality and personal charisma, set
the US on course to … curb the power of labour, deregulate industry, agriculture and
resource extraction, and liberate the powers of finance both internally and on the
world stage. From these several epicentres, revolutionary impulses seemingly spread
and reverberated to remake the world around us in a totally different image … [These
leaders] plucked from the shadows of relative obscurity a particular doctrine that went
under the name of ‘neoliberalism’ and transformed it into [a] central guiding principle
…
• http://newlearningonline.com/new-learning/chapter-4-learning-civics/david-harvey-a-
brief-history-of-neoliberalism/
11. A Brief History of Neoliberalism
by David Harvey 1/5
http://www.youtube.com/watch?v=PkWWMOzNNrQ
• There are two things to be said. One is, if
you like, the theory of neoliberalism and the
other is its practice. And they are rather
different from each other.
• But the theory takes the view that individual
liberty and freedom are the high point of
civilization and then goes on to argue that
individual liberty and freedom can best be
protected and achieved by an institutional
structure, made up of strong private property
rights, free markets, and free trade: a world
in which individual initiative can
flourish. The implication of that is that the
state should not be involved in the economy
too much, but it should use its power to
preserve private property rights and the
institutions of the market and promote those
on the global stage if necessary.
12. Interview with Harvey – Sasha Lilley
http://mrzine.monthlyreview.org/2006/lilley190606.html
• SL: Did this group see their role as promoters of these ideas in the political
realm?
• DH: They took the view that state interventions and state domination were
something to be feared. And they weren't only talking about fascism and
communism, but they were also talking about the strong welfare state
constructions that were then emerging in Europe in the postwar period and
also talking about any kind of government intervention into how the market
was working. They saw their role as very political, not only against fascism
and communism, but also against the power of the state, and particularly
against the power of the social democratic state in Europe.
• SL: The welfare state was characterized by a compact of sorts between
labor and capital, the idea of a social safety net, a commitment to full
employment -- you call this "embedded liberalism." Up until the 1970s it
was supported by most elites. Why was there a backlash against the
welfare state and the push for a new political economic order in the 1970s
that gave rise to the political implementation of neoliberal thought?
13. The History of Neoliberalism
• Neoliberalism - the doctrine that market exchange is an ethic in itself, capable of
acting as a guide for all human action - has become dominant in both thought and
practice throughout much of the world since 1970 or so. Its spread has depended
upon a reconstitution of state powers such that privatization, finance, and market
processes are emphasized. State interventions in the economy are minimized, while
the obligations of the state to provide for the welfare of its citizens are diminished.
David Harvey, author of 'The New Imperialism' and 'The Condition of Postmodernity',
here tells the political-economic story of where neoliberalization came from and how it
proliferated on the world stage. While Thatcher and Reagan are often cited as
primary authors of this neoliberal turn, Harvey shows how a complex of forces, from
Chile to China and from New York City to Mexico City, have also played their part. In
addition he explores the continuities and contrasts between neoliberalism of the
Clinton sort and the recent turn towards neoconservative imperialism of George W.
Bush. Finally, through critical engagement with this history, Harvey constructs a
framework not only for analyzing the political and economic dangers that now
surround us, but also for assessing the prospects for the more socially just
alternatives being advocated by many oppositional movements.
14. The New Zealand Experiment – Jane Kelsey
http://www.converge.org.nz/pma/apfail.htm
• New Zealand used to claim credit for being the birthplace of the
welfare state, for being the first country to give women the vote, and
for building a harmonious multi-racial society.
• Today, however, it is becoming infamous for what is known as the
"New Zealand experiment." Economic theories which had never
been tried, let alone proved, anywhere else in the world became
New Zealand government policy--first at the hands of a Labour
government from 1984 to 1990, and then continued with equal, if not
greater, fervor by its National government successor.
• The "fundamentals"--market liberalization and free trade, limited
government, a narrow monetarist policy, a deregulated labour
market, and fiscal restraint--were taken as "given," based on
common sense and beyond challenge. These radical policies were
systematically embedded against change.
15. NZ “the perfect field trial”
• Kelsey’s study reviews the political
underpinnings of the early 1980's, and the
full dimensions of the neo-liberal programme
imposed over more than a decade, spanning
two Labour governments followed by two
terms of National Party rule. Kelsey writes in
the full knowledge that New Zealand
became a privileged prototype for neo-liberal
reform, endorsed by international agencies
(IMF), business associations (European
Management Forum) and think tanks
(International Institute for Economics).
• New Zealand was the perfect field trial
for extreme structural reform. It was
small and geographically separate, it
has a single-house parliament
dominated by the executive and it was
dosed up to the eyeballs with all the
toxins that the reformers said were
poisoning capitalism. Import controls,
capital controls, strong trade unions, a
redistributive welfare state, a large
state sector; New Zealand was hooked
on all the bad drugs….
• As a consequence of these reforms,
inequality in New Zealand grew more
rapidly than in any other country. The
government created an underclass
where none had existed before.
• http://www.guardian.co.uk/business/2002/jan/21/comment.deb
t
16. Welfare state regimes
1. Liberal WS – means-tested assistance, modest
universal transfers; severely circumscribed by liberal
work-ethic – limits of welfare; strict entitlement rules;
state encourages market (US, Canada, Australia)
2. Corporatist-state – state bureaucracy replaces
market as provider of welfare but upholds status, with
strong Church backing & preservation of traditional
family values (Austria, France, German, Italy)
3. Social democratic model - Universalist &
decommodification of social rights with aim of
promotion of equality
17. The Historical Development Welfare Models
• In reaction to the dominant individualist philosophy of the
day, political philosophers proclaimed the duty of the
state to secure the common good of all its members,
typically defined in terms of morality, social cohesion and
equity.
• The improvement of public and private morals was
perhaps the least contentious of the aims, since it was
widely agreed that ignorance, disease, fecklessness,
drunkenness, criminality and squalor were associated
with extreme poverty.
• social cohesion could not be achieved without equity, or
justice in distribution, denied by the system of market
rewards.
18. Education as welfare
• Education is seen as fundamental to the
welfare state – for citizenship, political
participation and democracy, and
determining of employment and life
chances
• Also fundamental means for the
distribution of social goods and a way of
achieving a fair, equal and decent society
that is cohesive
19. The Crisis of the Welfare
State
1. Anti-state critiques - ‘individualism vs
community’ (Peters & Marshall, 1996)
2. Left-wing critiques e.g., Ivan Illich’s
‘deinstitutionalization’ and ‘deschooling’
3. New-right – attacks on ‘big bureaucracy’;
decentralization, deregulation, devolution;
growth of welfare dependency
4. Fiscal crisis of the state – oil shock of 1970s,
aging populations & the inexorable rise in
welfare costs
20. Anti-State critiques
• From the late 1970s, a combination of anti-statist critiques and
public sector deficits created a climate of fiscal retrenchment. The
New Right (neoliberals) argued that the constant enlargement of
social welfare undermined economic growth, political legitimacy and
traditional community and family values. Left-wing critiques
emphasised the fiscal and legitimacy crisis.
• older economics literature emphasised the inexorable growth in the
demand for welfare, based on the simple proposition that welfare
was a ‘superior’ good (demand increases more than proportionally
as income increases). (Endogenous)
• sociological explanations emphasise the exogenous growth in the
demand for welfare. The welfare crisis is said to arise from the
emergence of new categories of objective need – an ageing
population, family breakdown, feminisation of the labour force, wage
dispersion and unemployment – so that the crisis of welfare is
essentially a crisis of adaptation.
21. Neoliberal critique of the WS
• Neoliberals are united by the belief that state intervention to promote
egalitarian social goals has been responsible for economic decline,
and has represented a violation of individual rights, self reliance and
initiative.
• Neoliberals believe that equality and freedom are incompatible and
that freedom construed in individual and negative terms (i.e.,
freedom from intervention) is indispensable for economic vitality and
individual well-being.
• The theoretical underpinnings for this view are to be found, in part,
in a contemporary rejuvenation of neoclassical liberal economic
theory which privileges both the market as an institution above all
others, and market values over all other values.
22. Neoliberal analysis (1)
• Neoliberals have focused their attention increasingly on the rising
and apparently irreversible tide of welfare expectations, arguing that
the welfare state has evaded both investment and work incentives.
• In their eyes, the welfare state has directly contributed to the
economic recession suffered by Western countries since the mid-
1970s.
• The combined effects of social policies -- including guaranteed
minimum wages, superannuation, and the exponential growth of
health and education sectors -- have strengthened organised labour
vis-a-vis capital, augmented wages as against capital goods, and
increased state borrowing's from itself, leading to a decline of
profitability and capital shortage.
23. Neoliberal analysis (2)
• Neoliberals argue that the so-called perverse effects lead to greater
state interventionism in both social and economic terms. But the
more the state helps, they argue, the more it will have to help and at
diminishing levels of effectiveness.
• Increasing levels of intervention, while leading to the current crisis of
an imbalance between state receipts and expenditure, tends in the
long term to rob economic liberalism of its vitality. "It sounds the
death knell of the market economy, of competition -- in a word, of
private enterprise".
• At bottom, the perverse effects of economic and social intervention
represents to neoliberals a fundamental threat to individual political
and democratic freedom. The policy solution is both simple and
straightforward -- a revival of the classical articles of faith of
economic liberalism; a return to the principles of a so-called free-
market economy; a re-privatisation of the public sphere aimed at
capital accumulation.
24. Welfare Dependency and the
New Moral Ideal
• Neoliberalism has emerged as the dominant paradigm of
public policy.
• Citizens have been redefined as individual consumers of
newly competitive public services.
• The public sector itself has undergone considerable
downsizing.
• Management has been delegated or devolved while
executive power has been concentrated even more at
the center.
• Nowhere is this shift more evident than in social welfare.
There has been a clear shift away from universality to a
“modest safety net”.
• The old goals of participation and belonging have been
abolished. User-charges for social services have been
introduced across the board.
25. Cuts to Social Welfare
• There have been substantial cuts in benefits and other forms of
income support.
• Eligibility criteria have been tightened up. Targeting of social
assistance has become the new social philosophy and there is a
greater policing of the welfare state aimed at reducing benefit fraud.
• Neoliberals want to free people from the dependence on state
welfare. The old welfare policies discouraged effort and self-
reliance. Neoliberals hold that the welfare state was responsible for
producing young illiterates, juvenile delinquents, alcoholics,
substance abusers, and drug addicts.
• Government and state monopolies in the delivery of social welfare
services has encouraged the growth of “dysfunctional families”. The
common problem with health and education is that they are
monopoly services run by the public sector. These services need the
discipline of market forces. Neoliberals argue that the welfare
problem as one that delivers benefits as of right which has led to a
loss of personal responsibility.
26. New Welfare Rhetoric
• The main impetus behind welfare reform, the New Right maintain, is not
fiscal, but moral.
• The welfare state has robbed dependents of their status as moral beings.
Therefore, any state policy of assisting the poor ought not to be based upon
the concept of welfare rights for the demand for rights removes the
relationship between giver and the receiver from the moral domain.
• Sole parents stand out as the most disadvantaged of the disadvantaged.
Poverty has a gendered and ethnic face and when we talk poverty we must
talk not about individuals but families, specifically sole female parent
families.
• The new welfare rhetoric of individual self-reliance, competition and
enterprise advanced as a blanket and universal solution to the problem of
welfare dependency simply does not respect the facts. To argue that the
welfare state has caused dependency is simplistic and wrong-headed.
• To want to moralise and to pathologise the state of welfare dependency, is
to hold the poor and disadvantaged responsible for being poor and
disadvantaged.
27. Welfare, families & women
“What some writers are calling ‘the coming welfare wars’
will be largely wars about, even against, women.
Because women constitute the overwhelming majority of
social-welfare program recipients and employees,
women and women’s needs will be the principal stakes
in the battles over social spending likely to dominate
national politics in the coming period. Moreover, the
welfare wars will . . . be protracted, both in time and
space. . . ‘the fiscal crisis of the state’ is a long-term,
structural phenomenon of international proportions. . .
And the fiscal crisis of the welfare state coincides
everywhere with a second long-term, structural
tendency: the feminization of poverty.”
Nancy Fraser, ‘Women, Welfare, and the Politics of Need Interpretation’. In: Unruly Practices: Power, Discourse
and Gender in Contemporary Social Theory, Cambridge, Polity Press, 1989, p. 144.
28. The moral construction of poverty
• Policy constructions of the poor and the moral dictates
involving work, marriage and the domestic code.
• welfare policy occurs around the questions of who is
morally excused from work, constructions of the
domestic code, and who is excused from childbearing
and child rearing outside of marriage.
• naming the problems of poor, solo-mother families as
dependency tends to make them appear to be individual
problems, as much moral or psychological as economic.
29. Some Useful Weblinks
1. What is
neoliberalism?http://www.socialistproject.ca/leftstreamed/ls
1.php
2. “The essence of neoliberalism”, Pierre Bourdieu
http://mondediplo.com/1998/12/08bourdieu
3. “Theorising Neoliberalism”, Chris Harman
http://www.isj.org.uk/index.php4?id=399&issue=117
4. A Primer on Neoliberalism
http://www.globalissues.org/article/39/a-primer-on-
neoliberalism