The Neo-Liberal Appropriation of Tertiary Education Policy: Accountability, Research and Academic Freedom
The Neo-Liberal Appropriation of Tertiary Education Policy: Accountability, Research and Academic Freedom
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新自由主义对高等教育政策的拨款：问责制、研究和学术自由
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
M. Olssen
中科院分区：
文献类型：
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作者：
M. Olssen
1984年之后，由于新右派“插入”到新西兰的政策制定中，教育发生了变化，这是由于第四届工党政府、新西兰财政部和新西兰国家服务委员会对国家、经济和教育的观点的坚持，这些观点与那些在福利国家时期占据主导地位的观点有着根本的不同。对国家祖母般的“指导和治理”角色的广泛信仰，在经济领域以凯恩斯主义的需求管理为代表，被一系列新的学术、社会和哲学观点所取代，这些观点的核心共同假设可以被视为由一种特殊的自由主义思想构成，通常被称为“新自由主义”（Burchell, 1991,1993; Rose, 1993； Peters和Marshall， 1990）或“经济理性主义”（Marginson, 1993; Codd, 1990）。这种新型自由主义的核心特征是，它复兴了古典自由主义的核心原则，尤其是古典经济自由主义。
The changes to education which took place after 1984 which resulted from the 'insertion' of the New Right into policy making in New Zealand were motivated by the adherence of the groups most centrally involved the Fourth Labour Government, the New Zealand Treasury, and the New Zealand State Services Commission to perspectives on the State, economy and education which differed fundamentally from those that had held sway under the period of the welfare state. The broad faith in the state's grandmotherly role of 'guidance and governance', typified in the economic sphere by Keynesian demand management, was replaced by a range of new academic, social, and philosophical perspectives whose central common assumptions can be seen as constituted by a particular strain of liberal thought referred to most often as 'neo-liberalism' (Burchell, 1991, 1993; Rose, 1993; Peters and Marshall, 1990) or as 'economic rationalism' (Marginson, 1993; Codd, 1990). The central defining characteristic of this new brand of liberalism was that it was a revival of the central tenets of classical liberalism, particularly classical economic liberalism.