The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification

References

• Allen, K. (2012). The model pupil who faked the test: Social policy in the Irish crisis. Critical Social Policy, 32(3), 422–439. https://doi.org/10.1177/0261018312444418
   Web of Science ®Google Scholar
• Allen, K., & O’Boyle, B. (2013). Austerity Ireland: The failure of Irish capitalism. Pluto Press.
   Google Scholar
• Andrews, K. (2022). The new age of empire: How racism and colonialism still rule the world. Penguin.
   Google Scholar
• Apple, M. W. (2006). Understanding and interrupting neoliberalism and neoconservatism in education. Pedagogies: An International Journal, 1(1), 21–26. https://doi.org/10.1207/s15544818ped0101_4
   Google Scholar
• Apple, M. W. (2011). Democratic education in neoliberal and neoconservative times. International Studies in Sociology of Education, 21(1), 21–31. https://doi.org/10.1080/09620214.2011.543850
   Google Scholar
• Apple, M. W. (2017). What is present and absent in critical analyses of neoliberalism in education. Peabody Journal of Education, 92(1), 148–153. https://doi.org/10.1080/0161956X.2016.1265344
   Google Scholar
• Baez, B., & Boyles, D. (2009). The politics of inquiry: Education research and the “culture of science”. State University of New York Press.
   Google Scholar
• Bailey, L., & Gibson, M. T. (2023). School leaders’ experiences of high-stakes assessments during the Covid-19 pandemic in England. School Leadership & Management, 43(3), 189–209. https://doi.org/10.1080/13632434.2023.2176482
   Web of Science ®Google Scholar
• Ball, S. (2000). Performativities and fabrications in the education economy: Towards the performative society? The Australian Educational Researcher, 27(2), 1–23. https://doi.org/10.1007/BF03219719
   Google Scholar
• Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Ball, S. J. (2012). Global Education Inc.: New policy networks and the neo-liberal imaginary. Routledge.
   Google Scholar
• Ball, S. J. (2015). Education, governance and the tyranny of numbers. Journal of Education Policy, 30(3), 299–301. https://doi.org/10.1080/02680939.2015.1013271
   Web of Science ®Google Scholar
• Ball, S. J. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059. https://doi.org/10.1177/1478210316664259
   Web of Science ®Google Scholar
• Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
   Google Scholar
• Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. https://doi.org/10.1007/s11092-008-9064-9
   Web of Science ®Google Scholar
• Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Paradigm Publishers.
   Google Scholar
• Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109
   Web of Science ®Google Scholar
• Biesta, G. (2016). The beautiful risk of education. Routledge.
   Google Scholar
• Biesta, G. (2017). Education, measurement and the professions: Reclaiming a space for democratic professionality in education. Educational Philosophy and Theory, 49(4), 315–330. https://doi.org/10.1080/00131857.2015.1048665
   Web of Science ®Google Scholar
• Biesta, G. J. J. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491–503. https://doi.org/10.1007/s11217-010-9191-x
   Web of Science ®Google Scholar
• Blundell, R., Costa Dias, M., Joyce, R., Cribb, J., Waters, T., Xu, X., & Wernham, T. (2022). Inequality and the Covid crisis in the United Kingdom. https://ifs.org.uk/publications/inequality-and-covid-crisis-united-kingdom
   Google Scholar
• Blyth, M. (2013). Paradigms and paradox: The politics of economic ideas in two moments of crisis. Governance, 26(2), 197–215. https://doi.org/10.1111/gove.12010
   Web of Science ®Google Scholar
• Bradbury, A., McGimpsey, I., & Santori, D. (2013). Revising rationality: The use of ‘nudge’ approaches in neoliberal education policy. Journal of Education Policy, 28(2), 247–267. https://doi.org/10.1080/02680939.2012.719638
   Web of Science ®Google Scholar
• Braidotti, R. (2013). The posthuman. Polity Press.
   Google Scholar
• Brown, M., Mcnamara, G., & O’Hara, J. (2016). Quality and the rise of value-added in education: The case of Ireland. Policy Futures in Education, 14(6), 810–829. https://doi.org/10.1177/1478210316656506
   Web of Science ®Google Scholar
• Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution (1st ed.). Zone Books.
   Google Scholar
• Burman, E. (2012). Deconstructing neoliberal childhood: Towards a feminist antipsychological approach. Childhood (copenhagen, Denmark), 19(4), 423–438. https://doi.org/10.1177/0907568211430767
   Web of Science ®Google Scholar
• Canny, A., & Hamilton, M. (2018). A state examination system and perpetuation of middle-class advantage: An Irish school context. British Journal of Sociology of Education, 39(5), 638–653. https://doi.org/10.1080/01425692.2017.1377599
   Web of Science ®Google Scholar
• Cherry, K., Leotti, S. M., Panichelli, M., & Wahab, S. (2023). Pandemic possibilities: Confronting neoliberalism in social work education. Social Work Education, 42(6), 831–846. https://doi.org/10.1080/02615479.2021.1989397
   Web of Science ®Google Scholar
• Daly, J. (2020). Coronavirus has made science sexy. Irish Independent. https://www.independent.ie/opinion/comment/coronavirus-has-made-science-sexy/39122946.html
   Google Scholar
• Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–259. https://doi.org/10.1080/09518390701281751
   Google Scholar
• De Lissovoy, N. (2008). Dialectic of emergency/emergency of the dialectic. Capitalism Nature Socialism, 19(1), 27–40. https://doi.org/10.1080/10455750701859380
   Google Scholar
• De Lissovoy, N. (2013). Pedagogy of the impossible: Neoliberalism and the ideology of accountability. Policy Futures in Education, 11(4), 423–435. https://doi.org/10.2304/pfie.2013.11.4.423
   Google Scholar
• De Lissovoy, N. (2015). Education and emancipation in the neoliberal era: Being, teaching and power. Palgrave Macmillan.
   Google Scholar
• De St Croix, T. (2018). Youth work, performativity and the new youth impact agenda: Getting paid for numbers? Journal of Education Policy, 33(3), 414–438. https://doi.org/10.1080/02680939.2017.1372637
   Web of Science ®Google Scholar
• De St Croix, T., McGimpsey, I., & Owens, J. (2020). Feeding young people to the social investment machine: The financialisation of public services. Critical Social Policy, 40(3), 450–470. https://doi.org/10.1177/0261018319854890
   Web of Science ®Google Scholar
• Delahunty, T. (2023). The learning sciences as a mindset for STEM education research. In T. Delahunty & M. Ní Ríordáin (Eds.), Perspectives in contemporary STEM education research (pp. 48–60). Routledge.
   Google Scholar
• DeLanda, M. (2006). Deleuzian social ontology and assemblage theory. In M. Fuglsang & B. M. Sorensen (Eds.), Deleuze and the social (pp. 250–266). Edinburg University Press.
   Google Scholar
• Deleuze, G., & Guattari, F. (2013). A thousand plateaus: Capitalism and schizophrenia. Bloomsbury.
   Google Scholar
• Department of Education and Skills (DES). (2017a). STEM Education Policy Statement 2017-2026. Dublin. https://www.education.ie/en/The-Education-System/STEM-Education-Policy/stem-education-policy-statement-2017-2026-.pdf
   Google Scholar
• Department of Education and Skills (DES). (2017b). Languages connect: Ireland’s strategy for foreign languages in education 2017–2026. Dublin. https://www.gov.ie/pdf/?file = https://assets.gov.ie/79116/5a5cb48b-09e1-464e-9a2e-4ff231cb090b.pdf#page = null
   Google Scholar
• Dukelow, F. (2015). ‘Pushing against an open door’: Reinforcing the neo-liberal policy paradigm in Ireland and the impact of EU intrusion. Comparative European Politics, 13(1), 93–111. https://doi.org/10.1057/cep.2014.43
   Web of Science ®Google Scholar
• Dukelow, F., & Kennett, P. (2018). Discipline, debt and coercive commodification: Post-crisis neoliberalism and the welfare state in Ireland, the UK and the USA. Critical Social Policy, 38(3), 482–504. https://doi.org/10.1177/0261018318762727
   Web of Science ®Google Scholar
• Elfert, M. (2023). Humanism and democracy in comparative education. Comparative Education, 59(3), 398–415. https://doi.org/10.1080/03050068.2023.2185432
   Web of Science ®Google Scholar
• Ezrahi, Y. (2012). Imagined democracies: Necessary political fictions. Cambridge University Press.
   Google Scholar
• Farry, O. (2021). Matters of life and death, trust and expertise: Richard Chambers revisits Ireland’s pandemic response and the dangers of magical thinking; Prof Luke O’Neill extols the power of positive, well-informed thinking. The Irish Times. https://www.irishtimes.com/culture/books/ireland-s-pandemic-response-new-books-by-richard-chambers-and-luke-o-neill-1.4718363
   Google Scholar
• Fennell, J. M., & Simpson, T. L. (2008). Leo Strauss: Education and the body politic. Critical Studies in Education, 49(1), 49–65. https://doi.org/10.1080/17508480701813540
   Google Scholar
• Fisher, M. (2009). Capitalist realism: Is there no alternative? Zero Books.
   Google Scholar
• Foucault, M. (1976). The political function of the intellectual. Radical Philosophy, 17(13), 126–133.
   Google Scholar
• Foucault, M. (1977). Discipline and punish: The birth of the prison. Random House.
   Google Scholar
• Foucault, M. (1994). The birth of the clinic: An archaeology of medical perception. Vintage Books.
   Google Scholar
• Foucault, M. (2008). The birth of biopolitics: Lectures at the Collège de France, 1978–79. Palgrave Macmillan.
   Google Scholar
• Gane, N. (2021). Nudge economics as libertarian paternalism. Theory, Culture & Society, 38(6), 119–142. https://doi.org/10.1177/0263276421999447
   Web of Science ®Google Scholar
• Gibbons, A. (2018). Neoliberalism, education policy and the life of the academic: A poetics of pedagogical resistance. Policy Futures in Education, 16(7), 918–930. https://doi.org/10.1177/1478210318774675
   Web of Science ®Google Scholar
• Gillborn, D., McGimpsey, I., & Warmington, P. (2022). The fringe is the centre: Racism, pseudoscience and authoritarianism in the dominant English education policy network. International Journal of Educational Research, 115, 102056. https://doi.org/10.1016/j.ijer.2022.102056
   Web of Science ®Google Scholar
• Hall, K., Curtin, A., & Rutherford, V. (2014). Networks of mind: Learning, culture, neuroscience. Routledge.
   Google Scholar
• Hardt, M., & Negri, A. (2009). Commonwealth. Belknap Press of Harvard University Press.
   Google Scholar
• Holloway, J., & Brass, J. (2018). Making accountable teachers: The terrors and pleasures of performativity. Journal of Education Policy, 33(3), 361–382. https://doi.org/10.1080/02680939.2017.1372636
   Web of Science ®Google Scholar
• Houlden, S., & Veletsianos, G. (2021). The problem with flexible learning: Neoliberalism, freedom, and learner subjectivities. Learning, Media and Technology, 46(2), 144–155. https://doi.org/10.1080/17439884.2020.1833920
   Web of Science ®Google Scholar
• Hyslop-Margison, E. J., & Naseem, M. A. (2007). Scientism and education. Springer.
   Google Scholar
• Issar, S. (2021). Theorising ‘racial/colonial primitive accumulation’: Settler colonialism, slavery and racial capitalism. Race & Class, 63(1), 23–50. https://doi.org/10.1177/0306396821996273
   Web of Science ®Google Scholar
• Jasanoff, S. (2004a). Ordering knowledge, ordering society. In S. Jasanoff (Ed.), States of knowledge: The co-production of science and social order (pp. 13–45). Routledge.
   Google Scholar
• Jasanoff, S. (2004b). States of knowledge: The co-production of science and social order. Routledge.
   Google Scholar
• Jasanoff, S. (2011). Civic epistemology. In S. Jasanoff (Ed.), Designs on nature (pp. 247–271). Princeton University Press.
   Google Scholar
• Jasanoff, S. (2015). Future imperfect: Science, technology, and the imaginations of modernity. In S. Jasanoff & S.-H. Kim (Eds.), Dreamscapes of modernity (pp. 1–33). The University of Chicago Press.
   Google Scholar
• Judge, M. (2021). Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown. Irish Educational Studies, 40(2), 419–429. https://doi.org/10.1080/03323315.2021.1917443
   Web of Science ®Google Scholar
• Kelly, A. (2021). A tale of two algorithms: The appeal and repeal of calculated grades systems in England and Ireland in 2020. British Educational Research Journal, 47(3), 725–741. https://doi.org/10.1002/berj.3705
   Web of Science ®Google Scholar
• Kiely, E., & Meade, R. (2018). Contemporary Irish youth work policy and practice: A governmental analysis. Child & Youth Services, 39(1), 17–42. https://doi.org/10.1080/0145935X.2018.1426453
   Web of Science ®Google Scholar
• Kirwan, L., & Hall, K. (2016). The mathematics problem: The construction of a market-led education discourse in the Republic of Ireland. Critical Studies in Education, 57(3), 376–393. https://doi.org/10.1080/17508487.2015.1102752
   Web of Science ®Google Scholar
• Kitching, K. (2010). An excavation of the racialised politics of viability underpinning education policy in Ireland. Irish Educational Studies, 29(3), 213–229. https://doi.org/10.1080/03323315.2010.498278
   Web of Science ®Google Scholar
• Kitching, K. (2023). The Reactionary Use of Concepts of Secularism, Pluralism, and Free Expression [Keynote presentation] Educational Studies Association of Ireland [ESAI] Annual Conference Belfast, Northern Ireland.
   Google Scholar
• Kitching, K. (2020). Childhood, religion and school injustice. Cork University Press.
   Google Scholar
• Klein, N. (2007). The shock doctrine: The rise of disaster capitalism. Allen Lane.
   Google Scholar
• Klovig Skelton, S. (2020). Ethical and professional data science needed to avoid further algorithm controversies. Retrieved June 17, 2023, from https://www.computerweekly.com/news/252488438/Ethical-and-professional-data-science-needed-to-avoid-further-algorithm-controversies
   Google Scholar
• Kokushkin, M., & Pettys, A. M. (2016). ‘Shock therapy’ as a neo-liberal response to an economic crisis. Territory, Politics, Governance, 4(1), 118–136. https://doi.org/10.1080/21622671.2015.1036914
   Web of Science ®Google Scholar
• Kuhl, P. K., Lim, S.-S., Guerriero, S., & Damme, D. V. (2019). Developing Minds in the Digital Age. OECD. https://doi.org/10.1787/562a8659-en
   Google Scholar
• Kwok, H., Singh, P., & Heimans, S. (2023). The regime of ‘post-truth’: COVID-19 and the politics of knowledge. Discourse: Studies in the Cultural Politics of Education, 44(1), 106–120. https://doi.org/10.1080/01596306.2021.1965544
   Web of Science ®Google Scholar
• Liasidou, A., & Symeou, L. (2018). Neoliberal versus social justice reforms in education policy and practice: Discourses, politics and disability rights in education. Critical Studies in Education, 59(2), 149–166. https://doi.org/10.1080/17508487.2016.1186102
   Web of Science ®Google Scholar
• Lundahl, L. (2012). Educational theory in an era of knowledge capitalism. Studies in Philosophy and Education, 31(3), 215–226. https://doi.org/10.1007/s11217-012-9304-9
   Web of Science ®Google Scholar
• Lynch, K. (1987). Dominant ideologies in Irish educational thought – Consensualism, essentialism and meritocratic individualism. The Economic and Social Review, 18(2), 101–122.
   Web of Science ®Google Scholar
• Lynch, K. (2022). Care and capitalism: Why affective equality matters for social justice. Polity Press.
   Google Scholar
• Lynch, K., Grummell, B., & Devine, D. (2012). New managerialism in education: Commercialization, carelessness and gender (1st ed.). Palgrave Macmillan.
   Google Scholar
• Lysaght, Z. (2023). What’s trust got to do with it? The ‘washback effect’ of engagement in the 2020 calculated grades process on teachers’ trust and future senior cycle reform in Ireland. European Journal of Education, 58(1), 51–66. https://doi.org/10.1111/ejed.12541
   Web of Science ®Google Scholar
• Mazur, L. B. (2021). The epistemic imperialism of science. Reinvigorating early critiques of scientism. Frontiers in Psychology, 11, 609823. https://doi.org/10.3389/fpsyg.2020.609823
   PubMed Web of Science ®Google Scholar
• Mccormack, O., Gleeson, J., & O’Donoghue, T. (2020). An analysis of national newspaper coverage relating to the leaving certificate programme in two newspapers in the Republic of Ireland. Irish Educational Studies, 39(1), 1–18. https://doi.org/10.1080/03323315.2019.1664314
   Web of Science ®Google Scholar
• McGimpsey, I. (2017). Late neoliberalism: Delineating a policy regime. Critical Social Policy, 37(1), 64–84. https://doi.org/10.1177/0261018316653552
   Web of Science ®Google Scholar
• McGimpsey, I. (2018). The new youth sector assemblage: Reforming youth provision through a finance capital imaginary. Journal of Education Policy, 33(2), 226–242. https://doi.org/10.1080/02680939.2017.1361551
   Web of Science ®Google Scholar
• McGimpsey, I., Bradbury, A., & Santori, D. (2017). Revisions to rationality: The translation of ‘new knowledges’ into policy under the coalition government. British Journal of Sociology of Education, 38(6), 908–925. https://doi.org/10.1080/01425692.2016.1202747
   Web of Science ®Google Scholar
• Meade, R. R. (2018). The re-signification of state-funded community development in Ireland: A problem of austerity and neoliberal government. Critical Social Policy, 38(2), 222–243. https://doi.org/10.1177/0261018317701611
   Web of Science ®Google Scholar
• Mercille, J., & Murphy, E. (2017). The neoliberalization of Irish higher education under austerity. Critical Sociology, 43(3), 371–387. https://doi.org/10.1177/0896920515607074
   Web of Science ®Google Scholar
• Mertanen, K., Vainio, S., & Brunila, K. (2022). Educating for the future? Mapping the emerging lines of precision education governance. Policy Futures in Education, 20(6), 731–744. https://doi.org/10.1177/14782103211049914
   Web of Science ®Google Scholar
• Mezzadri, A. (2022). Social reproduction and pandemic neoliberalism: Planetary crises and the reorganisation of life, work and death. Organization, 29(3), 379–400. https://doi.org/10.1177/13505084221074042
   Web of Science ®Google Scholar
• Mohan, G., Carroll, E., Mccoy, S., Mac Domhnaill, C., & Mihut, G. (2021). Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland. Irish Educational Studies, 40(2), 265–274. https://doi.org/10.1080/03323315.2021.1915841
   Web of Science ®Google Scholar
• Mooney-Simmie, G. (2014). The neo-liberal turn in understanding teachers’ and school leaders’ work practices in curriculum innovation and change: A critical discourse analysis of a newly proposed reform policy in lower secondary education in the Republic of Ireland. Citizenship, Social and Economics Education, 13(3), 185–198. https://doi.org/10.2304/csee.2014.13.3.185
   Google Scholar
• Mooney-Simmie, G. M., Moles, J., & O’Grady, E. (2019). Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows. Critical Studies in Education, 60(1), 55–72. https://doi.org/10.1080/17508487.2016.1219960
   Web of Science ®Google Scholar
• Muller, S. M. (2021). The dangers of performative scientism as the alternative to anti-scientific policymaking: A critical, preliminary assessment of South Africa’s Covid-19 response and its consequences. World Development, 140, 105290. https://doi.org/10.1016/j.worlddev.2020.105290
   PubMed Web of Science ®Google Scholar
• Neill, L. O. (2020). Never mind the b#ll*cks, here’s the science. Gill Books.
   Google Scholar
• Nixon, J. (Ed.). (2017). Higher education in austerity Europe. Bloomsbury Academic.
   Google Scholar
• Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. New York University Press.
   Google Scholar
• O’Brien, C. (2020). Higher leaving cert grades to push up CAO points: Teachers award more than twice normal level of H1s in calculated process. The Irish Times. https://www.irishtimes.com/news/education/cao-points-set-to-rise-under-leaving-cert-calculated-grades-1.4344232
   Google Scholar
• O’Connor, C., O’Connell, N., Burke, E., Nolan, A., Dempster, M., Graham, C. D., Nicolson, G., Barry, J., Scally, G., Crowley, P., Zgaga, L., Mather, L., & Darker, C. D. (2021). Media representations of science during the first wave of the COVID-19 pandemic: A qualitative analysis of news and social media on the Island of Ireland. International Journal of Environmental Research and Public Health, 18(18), 9542. https://doi.org/10.3390/ijerph18189542
   PubMed Web of Science ®Google Scholar
• OECD. (2007). Understanding the brain: The birth of a learning science. OECD Publishing.
   Google Scholar
• OECD. (2022). Who cares about using education research in policy and practice? OECD. https://doi.org/10.1787/d7ff793d-en
   Google Scholar
• Olson, R. (2016). Scientism and technocracy in the twentieth century: The legacy of scientific management. Lexington Books.
   Google Scholar
• Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345. https://doi.org/10.1080/02680930500108718
   Web of Science ®Google Scholar
• Patel, L. (2016). Decolonizing educational research: From ownership to answerability. Routledge.
   Google Scholar
• Patton, K., & Winter, K. (2022). Children’s agentic capacity, schoolification and risk: Competing discourses and young children’s experiences in pre-school settings. Journal of Curriculum Studies, 54(5), 647–664. https://doi.org/10.1080/00220272.2022.2113916
   Web of Science ®Google Scholar
• Peters, M. A. (2012). Neoliberalism, education and the crisis of western capitalism. Policy Futures in Education, 10(2), 134–141. https://doi.org/10.2304/pfie.2012.10.2.134
   Google Scholar
• Peters, M. A. (2022). Public intellectuals, viral modernity and the problem of truth. British Journal of Educational Studies, 70(5), 557–573. https://doi.org/10.1080/00071005.2022.2141859
   Web of Science ®Google Scholar
• Quinn, P., Mcgilloway, S., & Burke, J. (2021). COVID-19 and the class of 2020: A national study of the mental health and wellbeing of leaving certificate students in Ireland. Irish Educational Studies, 40(2), 375–384. https://doi.org/10.1080/03323315.2021.1916564
   Web of Science ®Google Scholar
• Riddell, R. (2013). Changing policy levers under the neoliberal state: Realising coalition policy on education and social mobility. Journal of Education Policy, 28(6), 847–863. https://doi.org/10.1080/02680939.2013.812247
   Web of Science ®Google Scholar
• Selwyn, N., & Gašević, D. (2020). The datafication of higher education: Discussing the promises and problems. Teaching in Higher Education, 25(4), 527–540. https://doi.org/10.1080/13562517.2019.1689388
   Web of Science ®Google Scholar
• Shahjahan, R. A. (2011). Decolonizing the evidence-based education and policy movement: Revealing the colonial vestiges in educational policy, research, and neoliberal reform. Journal of Education Policy, 26(2), 181–206. https://doi.org/10.1080/02680939.2010.508176
   Web of Science ®Google Scholar
• Shamir, R. (2008). The age of responsibilization: On market-embedded morality. Economy and Society, 37(1), 1–19. https://doi.org/10.1080/03085140701760833
   Web of Science ®Google Scholar
• St.Pierre, E. A. (2006). Scientifically based research in education: Epistemology and ethics. Adult Education Quarterly, 56(4), 239–266. https://doi.org/10.1177/0741713606289025
   Web of Science ®Google Scholar
• Stein, H., Cunningham, S., & Carmody, P. (2021). The rise of “behavioral man”: Randomized controlled trials and the “new” development agenda. Human Geography, 14(1), 62–75. https://doi.org/10.1177/1942778620987068
   Google Scholar
• Strauss, L. (1957). What is political philosophy? The Journal of Politics, 19(1), 343–368. https://doi.org/10.2307/2126765
   Google Scholar
• Todd, S. (2022). Reframing education beyond the bounds of strong instrumentalism: Educational practices, sensory experience, and relational aesthetics. Educational Theory, 72(3), 333–347. https://doi.org/10.1111/edth.12534
   Google Scholar
• Tuhiwai Smith, L. (2012). Decolonizing methodologies: Research and indigenous peoples (2nd ed.). Zed Books.
   Google Scholar
• Venn, C. (2006). A note on assemblage. Theory, Culture & Society, 23(2–3), 107–108. https://doi.org/10.1177/026327640602300218
   Web of Science ®Google Scholar
• Watson, C. (2011). Accountability, transparency, redundancy: Academic identities in an era of ‘excellence’. British Educational Research Journal, 37(6), 955–971. https://doi.org/10.1080/01411926.2010.508514
   Web of Science ®Google Scholar
• Williams, A. (2017). Are we all psychologists now? In A. Williams, T. Billington, & T. Corcoran (Eds.), Critical educational psychology (pp. 127–134). Wiley Blackwell.
   Google Scholar
• Williams, R. N. (2016). Introduction. In R. N. Williams & D. N. Robinson (Eds.), Scientism: The new orthodoxy (pp. 1–22). Bloomsbury Academic.
   Google Scholar
• Wrigley, T. (2018). The power of ‘evidence’: Reliable science or a set of blunt tools? British Educational Research Journal, 44(3), 359–376. https://doi.org/10.1002/berj.3338
   Web of Science ®Google Scholar
• Youdell, D., & McGimpsey, I. (2015). Assembling, disassembling and reassembling ‘youth services’ in austerity Britain. Critical Studies in Education, 56(1), 116–130. https://doi.org/10.1080/17508487.2015.975734
   Web of Science ®Google Scholar
• Zanoni, P., & Mir, R. (2022). COVID-19: Interrogating the capitalist organization of the economy and society through the pandemic. Organization, 29(3), 369–378. https://doi.org/10.1177/13505084221090633
   Web of Science ®Google Scholar