Psychologists and Neoliberal School Reforms: Multi-Faceted Problems Calling for Multi-Faceted Interventions

Area of Science:

• Educational Psychology
• Sociology of Education
• Critical Pedagogy

Background:

• Neoliberal reforms shape education, influencing student roles and school governance.
• The dominant view of students as 'homo economicus' and 'self-regulated learners' is questioned.
• Existing reforms may inadequately prepare students for a comprehensive life experience.

Purpose of the Study:

• To analyze the multifaceted impacts of neoliberal school reforms.
• To present alternative conceptions of students and ideal learning environments.
• To outline intervention strategies and evaluation methods for addressing reform challenges.

Main Methods:

• Critical discourse analysis of neoliberal educational policies.
• Exploration of alternative philosophical and psychological frameworks for education.
• Development of a multi-level intervention framework targeting various stakeholders.

Main Results:

• Neoliberal reforms emphasize competence-based education and standardized testing, potentially limiting holistic student development.
• Alternative student conceptualizations (e.g., 'homo moralis', 'intentional self-developer') offer richer perspectives.
• Intervention goals include reducing neoliberal influence, raising awareness, and building coalitions for change.

Conclusions:

• A critical understanding of neoliberal reforms is essential for educators and policymakers.
• Developing and implementing alternative educational strategies requires multi-stakeholder collaboration.
• Continuous evaluation is crucial for refining interventions and achieving desired educational outcomes.