000			03646cam a2200589 i 4500
003			CUTN
005			20250509171237.0
008			240423t20242024enk b 001 0 eng d
020			_a9781350342415
020			_a1350342416
020			_a1350342408
020			_a9781350342408
041			_aEnglish
042			_alccopycat
082	0	4	_a371.207 _223 _bSAL
100	1		_aSaltman, Kenneth J.,
100	1		_d1969-
245	1	4	_aThe disaster of resilience : _beducation, digital privatisation, and profiteering / _cKenneth J. Saltman
260			_bBloomsbury Academic, _c2024.
300			_a156 pages ; _c22 cm
504			_aIncludes bibliographical references and index.
505	0		_aAcknowledgements -- 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.
520			_aThe 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.
650		0	_aCurriculum change.
650		0	_aEducational change
650		0	_aResilience (Personality trait) in children.
650		0	_aEducational psychology.
650		0	_aStudents
650		6	_aProgrammes d'études
650		6	_aEnseignement
650		6	_aRésilience chez l'enfant.
650		6	_aPsychopédagogie.
650		7	_aCurriculum change
650		7	_aEducational change
650		7	_aResilience (Personality trait) in children
650		7	_aEducational psychology
650		7	_aStudents
650		0	_xSocial aspects.
650		0	_xPsychology.
650		6	_xChangements.
650		6	_xRéforme _xAspect social.
650		7	_2fast _94
650		7	_xSocial aspects _2fast
650		7	_2fast _94
650		7	_2fast _94
650		7	_xPsychology _2fast
655		7	_aInstructional and educational works. _2lcgft
655		7	_aMatériel d'éducation et de formation. _2rvmgf
906			_a7 _bcbc _ccopycat _d2 _encip _f20 _gy-gencatlg
942			_2ddc _cBOOKS
999			_c44246 _d44246