This book explores democratic possibilities for education after the critique of the impact of neo-liberalism on educational policy and practice. Together, the authors investigate the contours of a ‘new publicness’ of education.

This edited volume refers to well-established critiques that expose how neoliberal governance has normalised the privatisation of public life and undermined the public nature of education. Through historical reconstruction, theoretical exploration, and analyses of educational policies and practices, chapters take a novel approach by investigating democratic possibilities within and beyond the current neoliberal hegemony in education. Covering a range of educational settings – from early childhood education through to higher and professional education – chapters spotlight the Irish educational and political context, as well as exploring international implications.

Ultimately, this book opens up new avenues for discussion around public education and its future, and will therefore be of great interest to researchers and students in the fields of educational theory, education politics, educational policy and democratic education.

This book explores democratic possibilities for education after the critique of the impact of neo-liberalism on educational policy and practice. Together, the authors investigate the contours of a ‘new publicness’ of education.

This edited volume refers to well-established critiques that expose how neoliberal governance has normalised the privatisation of public life and undermined the public nature of education. Through historical reconstruction, theoretical exploration, and analyses of educational policies and practices, chapters take a novel approach by investigating democratic possibilities within and beyond the current neoliberal hegemony in education. Covering a range of educational settings – from early childhood education through to higher and professional education – chapters spotlight the Irish educational and political context, as well as exploring international implications.

Ultimately, this book opens up new avenues for discussion around public education and its future, and will therefore be of great interest to researchers and students in the fields of educational theory, education politics, educational policy and democratic education.