Mark Olssen – författare

Although Foucault departs from Marxism, his own approach constitutes a form of consistent materialism which has theoretical implications for the analysis of social and educational discursive systems. In seeking to demonstrate a correct reading of Foucault, linguistic readings of his work, such as those of Christopher Norris (1993), which represent him as part of the linguistic turn in French philosophy, where language (or representation) henceforth defines the limits of thought, will be dispelled in the process of being corrected. Rather, Foucault will be represented, as Habermas (1987) has suggested, not merely as a historicist but at the same time as a nominalist, materialist, and empiricist.Because the distinctiveness of Foucault's approach can best be seen in contrast to other major philosophical systems and thinkers, considerable attention is given to examining Foucault's relationship to Marxism, as well as his relations to Kant, Gramsci, Habermas, and the Greeks. In relation to education, there is in Foucault's approach a double emphasis which constitutes an ordering principle for this work. On the one hand, attention is directed to discursive practices which perform an educative role in the constitution of subjects and of human forms of existence. On the other hand, forms of education are constituted and utilized for the purposes of collective ethical self-creation, a theme Foucault emphasized in his later works. The book assesses some of the more interesting recent utilizations of Foucault in educational research.

The Credit Crunch of 2008 has exposed the fallacies of neoliberalism and its thesis of the self-regulating market, which has been ascendant in both economic theory and policy over the last 30 years. In moving beyond neoliberalism, social democratic arguments are once again coming to the fore; however, in the context of the 21st century, they will need to be theorized in relation to new global concerns. This book critically revisits the core theses of liberalism and neoliberalism that have provided philosophical support to free market economics - as enunciated in the writings of liberal political philosophers such as Friedrich von Hayek, Karl Popper and Isaiah Berlin - and seeks to expose the deficiencies of their beliefs that became hegemonic from the 1970s until the first decades of the present century. In moving beyond the formulas and mantras of liberalism, the book seeks to re-theorize social democracy and articulate a new vision of the political arrangements needed for the 21st century by reconsidering issues such as liberty, autonomy, social dependence and multiculturalism.

The Credit Crunch of 2008 has exposed the fallacies of neoliberalism and its thesis of the self-regulating market, which has been ascendant in both economic theory and policy over the last 30 years. In moving beyond neoliberalism, social democratic arguments are once again coming to the fore; however, in the context of the 21st century, they will need to be theorized in relation to new global concerns. This book critically revisits the core theses of liberalism and neoliberalism that have provided philosophical support to free market economics - as enunciated in the writings of liberal political philosophers such as Friedrich von Hayek, Karl Popper and Isaiah Berlin - and seeks to expose the deficiencies of their beliefs that became hegemonic from the 1970s until the first decades of the present century. In moving beyond the formulas and mantras of liberalism, the book seeks to re-theorize social democracy and articulate a new vision of the political arrangements needed for the 21st century by reconsidering issues such as liberty, autonomy, social dependence and multiculturalism.

Written by internationally acclaimed scholars on futures of critical theory, this book attempts to renew and reinvigorate critical theory by extending its range and its intellectual trajectories through strategies of inclusiveness that respect and build on parallel traditions. The authors reinterpret the work of Nietzsche, Wittgenstein, and Heidegger in relation to central figures (Kant, Marcuse, Foucault) and themes of critical theory—the critique of modernity, theory of the self, and the question concerning technology. Key chapters address the critical significance of the work of the French theorists Levinas, Deleuze, Derrida, Lyotard, Irigaray, and Bourdieu and while other chapters focus on thinkers as diverse as Zizek, Giddens, Said, and Guattari, and deal with contemporary topics such as cyberfeminism and antiglobalization.

`Education policy is now a global matter and all the more complex for that. Mark Olssen, John Codd and Ann-Marie O'Neill do us an invaluable service in producing a carefully theorised guide to current issues and key concerns - this is an important, erudite and very practical book' - Stephen J Ball, Education Policy Research Unit, University of London

`Given the global reach of neoliberal policies, we need cogent books that enable us to better understand the major effects such tendencies have. Education Policy is such a book. It is insightful and well written--and should be read by all of us who care deeply about what is happening in education in international contexts' - Michael W Apple, Author of 'Educating the "Right" Way and John Bascom Professor of Education University of Wisconsin, Madison

`I really am taken with the book, the range and depth of analysis are truly impressive. This book is a magnum opus and everyone in the area should read it'- Hugh Lauder, University of Bath

`In their insightful and comprehensive book on education policy Mark Olssen, John Codd and Anne-Marie O'Neill wrestle with the big questions of citizenship and democracy in an age of globalization. They argue that ducation policy in the 21st century is the key to security, sustainability and survival. The book, anchored in the poststructuralist perspective of Michel Foucault, traverses the whole territory of education policy not only methods and approaches of policy analysis and the dominant political perspectives that influence policy-classical liberalism, social democracy and neo-liberalism--but also those policy areas that require the closest scrutiny: markets, trust, professionalism, choice, diversity, and finally, community, citizenship and democracy. This is the new policy bible for educationalists - it is at once systematic, provocative and instructive' - Michael A Peters, Research Professor, University of Glasgow

'It is rare indeed for books with such ambitious scope as this one to appear within educational scholarship... This is an important book for any graduate student who is undertaking work on any aspect of education policy' - Education Review

This book provides an international perspective on education policy, and of the role and function of education in the global economy. The authors present a Foucauldian perspective on the politics of liberal education, within a theoretical framework necessary for the critical analysis of education policy.

The authors set out the analyses necessary for understanding the restructuring in education and social policy that has occurred in many countries affected by the resurgence of neo-liberal political theory. They examine education policy in relation to globalization, citizenship and democracy. The authors argue that globalization is an extension of neoliberalism and is destructive of the nation state, community and democracy. They show the importance of education in building strong democratic nation states and global communities based on cultural identity and inter-cultural awareness.

This book is essential reading for students of education policy studies and social policy analysis.

`Education policy is now a global matter and all the more complex for that. Mark Olssen, John Codd and Ann-Marie O'Neill do us an invaluable service in producing a carefully theorised guide to current issues and key concerns - this is an important, erudite and very practical book' - Stephen J Ball, Education Policy Research Unit, University of London

`Given the global reach of neoliberal policies, we need cogent books that enable us to better understand the major effects such tendencies have. Education Policy is such a book. It is insightful and well written--and should be read by all of us who care deeply about what is happening in education in international contexts' - Michael W Apple, Author of 'Educating the "Right" Way and John Bascom Professor of Education University of Wisconsin, Madison

`I really am taken with the book, the range and depth of analysis are truly impressive. This book is a magnum opus and everyone in the area should read it'- Hugh Lauder, University of Bath

`In their insightful and comprehensive book on education policy Mark Olssen, John Codd and Anne-Marie O'Neill wrestle with the big questions of citizenship and democracy in an age of globalization. They argue that ducation policy in the 21st century is the key to security, sustainability and survival. The book, anchored in the poststructuralist perspective of Michel Foucault, traverses the whole territory of education policy not only methods and approaches of policy analysis and the dominant political perspectives that influence policy-classical liberalism, social democracy and neo-liberalism--but also those policy areas that require the closest scrutiny: markets, trust, professionalism, choice, diversity, and finally, community, citizenship and democracy. This is the new policy bible for educationalists - it is at once systematic, provocative and instructive' - Michael A Peters, Research Professor, University of Glasgow

'It is rare indeed for books with such ambitious scope as this one to appear within educational scholarship... This is an important book for any graduate student who is undertaking work on any aspect of education policy' - Education Review

This book provides an international perspective on education policy, and of the role and function of education in the global economy. The authors present a Foucauldian perspective on the politics of liberal education, within a theoretical framework necessary for the critical analysis of education policy.

The authors set out the analyses necessary for understanding the restructuring in education and social policy that has occurred in many countries affected by the resurgence of neo-liberal political theory. They examine education policy in relation to globalization, citizenship and democracy. The authors argue that globalization is an extension of neoliberalism and is destructive of the nation state, community and democracy. They show the importance of education in building strong democratic nation states and global communities based on cultural identity and inter-cultural awareness.

This book is essential reading for students of education policy studies and social policy analysis.

Although Foucault departs from Marxism, his own approach constitutes a form of consistent materialism which has theoretical implications for the analysis of social and educational discursive systems. In seeking to demonstrate a correct reading of Foucault, linguistic readings of his work, such as those of Christopher Norris (1993), which represent him as part of the linguistic turn in French philosophy, where language (or representation) henceforth defines the limits of thought, will be dispelled in the process of being corrected. Rather, Foucault will be represented, as Habermas (1987) has suggested, not merely as a historicist but at the same time as a nominalist, materialist, and empiricist.Because the distinctiveness of Foucault's approach can best be seen in contrast to other major philosophical systems and thinkers, considerable attention is given to examining Foucault's relationship to Marxism, as well as his relations to Kant, Gramsci, Habermas, and the Greeks. In relation to education, there is in Foucault's approach a double emphasis which constitutes an ordering principle for this work. On the one hand, attention is directed to discursive practices which perform an educative role in the constitution of subjects and of human forms of existence. On the other hand, forms of education are constituted and utilized for the purposes of collective ethical self-creation, a theme Foucault emphasized in his later works. The book assesses some of the more interesting recent utilizations of Foucault in educational research.

In an era marked by technological acceleration, planetary fragility and democratic uncertainty, can the idea of ‘the Good’ be reclaimed without reviving the metaphysical teleologies of the past? Mark Olssen reconstructs ‘the Good’ as a post-teleological and relational concept grounded not in fixed ends but in the shared conditions that enable life, agency and collective judgment to endure over time. Drawing on political theory, public choice, complexity thinking and contemporary debates on artificial intelligence, the book argues that ‘the Good’ lies in sustaining the ecological, institutional, epistemic and educational infrastructures that make freedom and meaning possible within an interdependent world. Moving across democracy, ethics, education, water governance and digital transformation, Olssen deepens and extends his theory of continuance ethics, showing how responsibility can be understood in terms of preserving the conditions for future agency rather than conforming to a singular vision of the good life. Against both foundational moralism and relativistic fragmentation, The Return of the Good in the Age of AI offers a distinctive normative vocabulary for governing under conditions of uncertainty, complexity and technological power. It will be essential reading for scholars and advanced students of political theory, public policy, philosophy, education, sociology and economics seeking to rethink ethics and democracy in a planetary and digital age.

Thinkers for a Complex Age offers a sustained engagement with key figures in modern and contemporary political and social thought in order to address one of the central problems of our time: how normative judgement remains possible after the collapse of philosophical foundations. Moving from Kant, Nietzsche, and Heidegger through Foucault, Deleuze, Butler, and Latour, and on to contemporary debates in political theory, ecology, and governance, the book reconstructs a mode of critical inquiry that is at once genealogical, relational, and normatively oriented.Organised into six thematic sections, the book traces a clear conceptual progression across traditions and debates, from genealogies of the modern subject through poststructural, materialist, ecological, and institutional approaches to contemporary questions of justice and freedom. Each chapter provides a focused engagement with a major thinker, identifying both their key contributions and their limits, while contributing to an overarching argument. The book’s modular structure and its substantial annotated bibliography also make it especially well suited for advanced teaching, offering readers a coherent orientation across complex intellectual terrain.Against both foundational moral theory and post-foundational scepticism, it advances a distinctive account of “life continuance” as an immanent basis for ethical and political judgement—one grounded not in universal principles, but in the conditions that sustain agency, institutions, and collective life over time. Bringing together insights from continental philosophy, political theory, and contemporary social thought, this book offers a compelling framework for thinking ethics, freedom, and governance in an age marked by ecological crisis, technological transformation, and global interdependence. It will be of interest to scholars and students in political theory, philosophy, education, and the social sciences more broadly.

Thinkers for a Complex Age offers a sustained engagement with key figures in modern and contemporary political and social thought in order to address one of the central problems of our time: how normative judgement remains possible after the collapse of philosophical foundations. Moving from Kant, Nietzsche, and Heidegger through Foucault, Deleuze, Butler, and Latour, and on to contemporary debates in political theory, ecology, and governance, the book reconstructs a mode of critical inquiry that is at once genealogical, relational, and normatively oriented.Organised into six thematic sections, the book traces a clear conceptual progression across traditions and debates, from genealogies of the modern subject through poststructural, materialist, ecological, and institutional approaches to contemporary questions of justice and freedom. Each chapter provides a focused engagement with a major thinker, identifying both their key contributions and their limits, while contributing to an overarching argument. The book’s modular structure and its substantial annotated bibliography also make it especially well suited for advanced teaching, offering readers a coherent orientation across complex intellectual terrain.Against both foundational moral theory and post-foundational scepticism, it advances a distinctive account of “life continuance” as an immanent basis for ethical and political judgement—one grounded not in universal principles, but in the conditions that sustain agency, institutions, and collective life over time. Bringing together insights from continental philosophy, political theory, and contemporary social thought, this book offers a compelling framework for thinking ethics, freedom, and governance in an age marked by ecological crisis, technological transformation, and global interdependence. It will be of interest to scholars and students in political theory, philosophy, education, and the social sciences more broadly.

The Credit Crunch of 2008 has exposed the fallacies of neoliberalism and its thesis of the self-regulating market, which has been ascendant in both economic theory and policy over the last 30 years. In moving beyond neoliberalism, social democratic arguments are once again coming to the fore; however, in the context of the 21st century, they will need to be theorized in relation to new global concerns. This book critically revisits the core theses of liberalism and neoliberalism that have provided philosophical support to free market economics - as enunciated in the writings of liberal political philosophers such as Friedrich von Hayek, Karl Popper and Isaiah Berlin - and seeks to expose the deficiencies of their beliefs that became hegemonic from the 1970s until the first decades of the present century. In moving beyond the formulas and mantras of liberalism, the book seeks to re-theorize social democracy and articulate a new vision of the political arrangements needed for the 21st century by reconsidering issues such as liberty, autonomy, social dependence and multiculturalism.

The Credit Crunch of 2008 has exposed the fallacies of neoliberalism and its thesis of the self-regulating market, which has been ascendant in both economic theory and policy over the last 30 years. In moving beyond neoliberalism, social democratic arguments are once again coming to the fore; however, in the context of the 21st century, they will need to be theorized in relation to new global concerns. This book critically revisits the core theses of liberalism and neoliberalism that have provided philosophical support to free market economics - as enunciated in the writings of liberal political philosophers such as Friedrich von Hayek, Karl Popper and Isaiah Berlin - and seeks to expose the deficiencies of their beliefs that became hegemonic from the 1970s until the first decades of the present century. In moving beyond the formulas and mantras of liberalism, the book seeks to re-theorize social democracy and articulate a new vision of the political arrangements needed for the 21st century by reconsidering issues such as liberty, autonomy, social dependence and multiculturalism.

"Toward a Global ''Thin'' Community re-examines aspects of the liberal-communitarian debate. While critical of both traditions, this book argues that a coherent form of communitarianism is the only plausible option for citizens today. Using the theories of Friedrich Nietzsche and Michel Foucault, Olssen shows how we can overcome traditional problems with communitarianism by using an ethic of survival that he identifies in the writings of Nietzsche and others to provide a normative framework for twenty-first century politics at both national and global levels. "Thin" communitarianism seeks to surmount traditional objections associated with Hegel and Marx, and to safeguard liberty and difference by applying a robust idea of democracy."

"Toward a Global ''Thin'' Community re-examines aspects of the liberal-communitarian debate. While critical of both traditions, this book argues that a coherent form of communitarianism is the only plausible option for citizens today. Using the theories of Friedrich Nietzsche and Michel Foucault, Olssen shows how we can overcome traditional problems with communitarianism by using an ethic of survival that he identifies in the writings of Nietzsche and others to provide a normative framework for twenty-first century politics at both national and global levels. "Thin" communitarianism seeks to surmount traditional objections associated with Hegel and Marx, and to safeguard liberty and difference by applying a robust idea of democracy."

"Olssen ! brings Foucault to life and sheds new light on understanding his work...Educationalists and scholars across the disciplines will welcome this interpretation of Foucault." Michael A. Peters, University of Glasgow "Olssen distills in brilliant and succinct language the core of Foucault''s most important insights. This is a book that every student should read in order to understand how to link theory to practice, and educational thought to legacy and work of one of Europe''s great thinkers." Henry Giroux, McMaster University Michel Foucault is arguably one of the most important thinkers of the twentieth century, and his works are some of the most difficult to grasp. Mark Olssen offers an accessible overview of Foucault''s thought, putting into context the relevance of Foucault''s ideas. Olssen adds important new insights to Foucault scholarship by bringing to light the influences of other thinkers such as Marx, Nietzsche, Gramsci, Habermas, and others on Foucault''s development as a thinker, and their influence on the deep historical materialist strand that grounds and uniquely characterizes so much of Foucault''s thought.

"Olssen ! brings Foucault to life and sheds new light on understanding his work...Educationalists and scholars across the disciplines will welcome this interpretation of Foucault." Michael A. Peters, University of Glasgow "Olssen distills in brilliant and succinct language the core of Foucault''s most important insights. This is a book that every student should read in order to understand how to link theory to practice, and educational thought to legacy and work of one of Europe''s great thinkers." Henry Giroux, McMaster University Michel Foucault is arguably one of the most important thinkers of the twentieth century, and his works are some of the most difficult to grasp. Mark Olssen offers an accessible overview of Foucault''s thought, putting into context the relevance of Foucault''s ideas. Olssen adds important new insights to Foucault scholarship by bringing to light the influences of other thinkers such as Marx, Nietzsche, Gramsci, Habermas, and others on Foucault''s development as a thinker, and their influence on the deep historical materialist strand that grounds and uniquely characterizes so much of Foucault''s thought.

`Education policy is now a global matter and all the more complex for that. Mark Olssen, John Codd and Ann-Marie O′Neill do us an invaluable service in producing a carefully theorised guide to current issues and key concerns - this is an important, erudite and very practical book′ - Stephen J Ball, Education Policy Research Unit, University of London

`Given the global reach of neoliberal policies, we need cogent books that enable us to better understand the major effects such tendencies have. Education Policy is such a book. It is insightful and well written--and should be read by all of us who care deeply about what is happening in education in international contexts′ - Michael W Apple, Author of ′Educating the "Right" Way and John Bascom Professor of Education University of Wisconsin, Madison

`I really am taken with the book, the range and depth of analysis are truly impressive. This book is a magnum opus and everyone in the area should read it′- Hugh Lauder, University of Bath

`In their insightful and comprehensive book on education policy Mark Olssen, John Codd and Anne-Marie O′Neill wrestle with the big questions of citizenship and democracy in an age of globalization. They argue that ducation policy in the 21st century is the key to security, sustainability and survival. The book, anchored in the poststructuralist perspective of Michel Foucault, traverses the whole territory of education policy not only methods and approaches of policy analysis and the dominant political perspectives that influence policy-classical liberalism, social democracy and neo-liberalism--but also those policy areas that require the closest scrutiny: markets, trust, professionalism, choice, diversity, and finally, community, citizenship and democracy. This is the new policy bible for educationalists - it is at once systematic, provocative and instructive′ - Michael A Peters, Research Professor, University of Glasgow

′It is rare indeed for books with such ambitious scope as this one to appear within educational scholarship... This is an important book for any graduate student who is undertaking work on any aspect of education policy′ - Education Review

This book provides an international perspective on education policy, and of the role and function of education in the global economy. The authors present a Foucauldian perspective on the politics of liberal education, within a theoretical framework necessary for the critical analysis of education policy.

The authors set out the analyses necessary for understanding the restructuring in education and social policy that has occurred in many countries affected by the resurgence of neo-liberal political theory. They examine education policy in relation to globalization, citizenship and democracy. The authors argue that globalization is an extension of neoliberalism and is destructive of the nation state, community and democracy. They show the importance of education in building strong democratic nation states and global communities based on cultural identity and inter-cultural awareness.

This book is essential reading for students of education policy studies and social policy analysis.

In popularising the term ‘speaking truth to power’, Michel Foucault established the basis upon which a new ethics can be constructed. This is the thesis that Mark Olssen advances in Constructing Foucault’s ethics. Olssen not only ‘speaks truth’ to existing moral and ethical theories that have dominated western philosophy since Plato, but also shows how an alternative ethical and moral theory can be established that avoids the pitfalls of postmodern relativism while grounding ethical, moral and political discourse for the present age. Taking the late ‘ethical turn’ in the philosopher’s thought as its starting point, this ambitious study seeks to construct an ethics beyond anything Foucault ever attempted while remaining consistent with his core postulates. It advances the concept of ‘life continuance’, which expresses a normative orientation to the future in terms of the quest for survival and well-being, giving rise to irreducible normative values as part of the discursive order of events. This approach is explored in contrast with a range of other, established systems, from the Kantian to the Marxist, contract ethics and utilitarianism.

In popularising the term ‘speaking truth to power’, Michel Foucault established the basis upon which a new ethics can be constructed. This is the thesis that Mark Olssen advances in Constructing Foucault’s ethics. Olssen not only ‘speaks truth’ to existing moral and ethical theories that have dominated western philosophy since Plato, but also shows how an alternative ethical and moral theory can be established that avoids the pitfalls of postmodern relativism while grounding ethical, moral and political discourse for the present age. Taking the late ‘ethical turn’ in the philosopher’s thought as its starting point, this ambitious study seeks to construct an ethics beyond anything Foucault ever attempted while remaining consistent with his core postulates. It advances the concept of ‘life continuance’, which expresses a normative orientation to the future in terms of the quest for survival and well-being, giving rise to irreducible normative values as part of the discursive order of events. This approach is explored in contrast with a range of other, established systems, from the Kantian to the Marxist, contract ethics and utilitarianism.

Twenty-seven academics from the UK, U.S., and New Zealand contribute 18 essays on the impact of social structure on educational learning, educational access, and opportunity and outcomes, in an effort to renew the debate concerning the sociology of school attainment.

Twenty-seven academics from the UK, U.S., and New Zealand contribute 18 essays on the impact of social structure on educational learning, educational access, and opportunity and outcomes, in an effort to renew the debate concerning the sociology of school attainment.

"Olssen ! brings Foucault to life and sheds new light on understanding his work...Educationalists and scholars across the disciplines will welcome this interpretation of Foucault." Michael A. Peters, University of Glasgow "Olssen distills in brilliant and succinct language the core of Foucault's most important insights. This is a book that every student should read in order to understand how to link theory to practice, and educational thought to legacy and work of one of Europe's great thinkers." Henry Giroux, McMaster University Michel Foucault is arguably one of the most important thinkers of the twentieth century, and his works are some of the most difficult to grasp. Mark Olssen offers an accessible overview of Foucault's thought, putting into context the relevance of Foucault's ideas. Olssen adds important new insights to Foucault scholarship by bringing to light the influences of other thinkers such as Marx, Nietzsche, Gramsci, Habermas, and others on Foucault's development as a thinker, and their influence on the deep historical materialist strand that grounds and uniquely characterizes so much of Foucault's thought.

"Toward a Global 'Thin' Community re-examines aspects of the liberal-communitarian debate. While critical of both traditions, this book argues that a coherent form of communitarianism is the only plausible option for citizens today. Using the theories of Friedrich Nietzsche and Michel Foucault, Olssen shows how we can overcome traditional problems with communitarianism by using an ethic of survival that he identifies in the writings of Nietzsche and others to provide a normative framework for twenty-first century politics at both national and global levels. "Thin" communitarianism seeks to surmount traditional objections associated with Hegel and Marx, and to safeguard liberty and difference by applying a robust idea of democracy."

"Toward a Global 'Thin' Community re-examines aspects of the liberal-communitarian debate. While critical of both traditions, this book argues that a coherent form of communitarianism is the only plausible option for citizens today. Using the theories of Friedrich Nietzsche and Michel Foucault, Olssen shows how we can overcome traditional problems with communitarianism by using an ethic of survival that he identifies in the writings of Nietzsche and others to provide a normative framework for twenty-first century politics at both national and global levels. "Thin" communitarianism seeks to surmount traditional objections associated with Hegel and Marx, and to safeguard liberty and difference by applying a robust idea of democracy."

Twenty-seven academics from the UK, U.S., and New Zealand contribute 18 essays on the impact of social structure on educational learning, educational access, and opportunity and outcomes, in an effort to renew the debate concerning the sociology of school attainment.

Identifying academic freedom as a major casualty of rapid and extensive reforms to the governance and practices of academic institutions worldwide, this timely Handbook considers the meaning of academic freedom, the threats it faces, and its relation to rights of critical expression, public accountability and the democratic health of open societies.An international cohort of leading scholars discuss the historical conceptualisations of academic freedom and explore the extent of its reconfiguration by neoliberalism and economic globalisation. Chapters examine the threats posed to academic freedom by interventionist government, economic fundamentalism, political conservatism and extremism. The Handbook finds that these threats endanger the intellectual ambitions at the core of academic freedom: contesting established ‘truth’ and holding power to account.Examining a matter of urgent social and political importance which is crucial to the future of democracy and intellectual autonomy, this Handbook is an invigorating read for students and scholars researching academic freedom, free speech and democratic governance in higher education institutions.

Identifying academic freedom as a major casualty of rapid and extensive reforms to the governance and practices of academic institutions worldwide, this timely Handbook considers the meaning of academic freedom, the threats it faces, and its relation to rights of critical expression, public accountability and the democratic health of open societies.

An international cohort of leading scholars discuss the historical conceptualisations of academic freedom and explore the extent of its reconfiguration by neoliberalism and economic globalisation. Chapters examine the threats posed to academic freedom by interventionist government, economic fundamentalism, political conservatism and extremism. The Handbook finds that these threats endanger the intellectual ambitions at the core of academic freedom: contesting established ‘truth’ and holding power to account.

Examining a matter of urgent social and political importance which is crucial to the future of democracy and intellectual autonomy, this Handbook is an invigorating read for students and scholars researching academic freedom, free speech and democratic governance in higher education institutions.

Twenty-seven academics from the UK, U.S., and New Zealand contribute 18 essays on the impact of social structure on educational learning, educational access, and opportunity and outcomes, in an effort to renew the debate concerning the sociology of school attainment.

Inspired by the writings of Michel Foucault, Olssen’s writings traverse philosophy, politics, education, and epistemology. This book comprises a selection of his papers published in academic journals and books over twenty-five years. Taken as a whole, the papers represent a redirection of the core axioms and directions of western ontology and philosophy in relation to how history, the subject, and education are theorised within the western philosophical tradition. Olssen’s writings not only contain a powerful critique and revision of western liberalism from a poststructuralist perspective, they both explicate and extend Michel Foucault’s challenge to the core axioms and assumptions underpinning western thought. As Stephen Ball suggests in his Foreword to this volume, “Olssen uses Foucault to explore issues… Olssen’s Foucault is not a lonely nihilist but a troubled provocateur who encourages in us toward the political project of self-formation – our relation to ourselves and always, to others."