TY  - BOOK
AU  - Saltman,Kenneth J.
AU  - 
TI  - The disaster of resilience: education, digital privatisation, and profiteering 
SN  - 9781350342415
U1  - 371.207 23
PY  - 2024///
PB  - Bloomsbury Academic
KW  - Curriculum change
KW  - Educational change
KW  - Resilience (Personality trait) in children
KW  - Educational psychology
KW  - Students
KW  - Programmes d'études
KW  - Enseignement
KW  - Résilience chez l'enfant
KW  - Psychopédagogie
KW  - Social aspects
KW  - Psychology
KW  - Changements
KW  - Réforme
KW  - Aspect social
KW  - fast
KW  - Instructional and educational works
KW  - lcgft
KW  - Matériel d'éducation et de formation
KW  - rvmgf
N1  - Includes bibliographical references and index; Acknowledgements -- 1 The politics of resilience and disaster -- 2 Resilient bodies, quantified bodies: Making students into data and money in resilience pedagogies -- 3 Microschools, UberEd, and dropout recovery: Profit and peril in resilience to disaster during Covid-19 -- 4 From venture philanthropy to digital privatization - New Schools Venture Fund, Leap Innovations, an the selling of digital student resilience -- 5 Trauma-informed pedagogy -- 6 From resilience to the culture of Democracy -- Notes -- References
N2  - The past decade has seen a vast expansion of resilience pedagogies, policies, and products in public education, from the Every Student Succeeds Act to social and emotional learning to grit. Educational apps, avatars, and games as well as behaviorist techniques, meditation programs, and biometric devices claim to teach resilience to adverse social conditions while new cyber schools, education brokers, global democracy promotion companies, and dropout recovery firms promise schools resilience to disaster and disruption. The Disaster of Resilience shows how resilience discourse is interwoven with the new digital directions of educational privatization. Saltman argues that resilience has provided the justification for new educational profiteering, creating a climate which individualizes collective responsibilities, depoliticizes and dehistoricizes knowledge and curriculum, and falsely grounds its politics in a mashup of pseudoscience and human capital theory. He argues that we must replace resilience discourse with pedagogies and curriculum that allow students not only to endure the intolerable conditions they find themselves in, but to see beyond those conditions and to act collectively on the social, economic, and racial injustices that created them.--Back cover
ER  -