Global Competition in a "Flat" World: A Foucauldian Analysis of the Neoliberal Mentalities of "2 Million Minutes"

Autor/in	Linder, Kathryn Elizabeth
Titel	Global Competition in a "Flat" World: A Foucauldian Analysis of the Neoliberal Mentalities of "2 Million Minutes"
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 32 (2011) 3, S.443-456 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
Schlagwörter	Global Approach; Foreign Countries; High School Students; Competition; Social Theories; Documentaries; Racial Bias; Whites; Minority Groups; Social Bias; Economic Factors; Films; Power Structure; Political Attitudes; Comparative Analysis; Government Role; China; India; United States + Suchen Sie Ihr Suchwort? Globales Denken; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wettkampf; Gesellschaftstheorie; Documentary film; Documentary films; Dokumentarfilm; Racial discrimination; Rassismus; White; Weißer; Ethnische Minderheit; Ökonomischer Faktor; Film; Political attitude; Politische Einstellung; Indien; USA
Abstract	Through an application of Foucauldian theories of power and neoliberalism, this article employs an ascending analysis to identify an embedded neoliberal agenda within the documentary "2 Million Minutes". The author argues that this neoliberal agenda serves to support and maintain notions of international white supremacy as it assumes relationships between whiteness and success, American identity and privilege, and through its definition of the global economy as one in which all students can equally take part. By articulating how the film engages in techniques of biopower through a comparative portrayal of high school students from India, China, and the United States, the author argues that representations of education "realities" should be examined and questioned in order to locate powerful and hidden hegemonies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10