NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1488201
Record Type: Journal
Publication Date: 2025
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1476-7724
EISSN: EISSN-1476-7732
Available Date: 0000-00-00
Undoing the Sacred: Humanism, Secular Criticism and Neoliberal Education
Globalisation, Societies and Education, v23 n5 p1124-1129 2025
Wendy Brown in her book, Undoing the Demos: Neoliberalism's Stealth Revolution, outlined the spread of neoliberal logics to every sphere of life. It is hard to imagine challenging such a seemingly ubiquitous force. Indeed, Brown's perspective on neoliberalism conjures the aphorism that 'it is easier to imagine the end of the world than it is to imagine the end of capitalism' [Fisher, M. 2009. "Capitalist realism: Is there no alternative?" Zero Books, 2], leading us to ask: is there no alternative? A question often inscribed with an air of passive resignation. In this essay, I consider that such resignation allows neoliberalism to become an unquestionable god. Edward Said (2004) advocated for a humanism, understood as the practice of secular criticism, to challenge the threat to democracy that is posed by the "sacred'. When higher education is governed by neoliberal rationality, practising an alternative is 'incalculably difficult' and 'without guarantee' [Brown, W. 2015. "Undoing the Demos: Neoliberalism's Stealth Revolution." Zone Books, 222]. This essay explores if and how the practice of secular criticism, in the name of humanism, might at the very least function to question the sacred status of neoliberal logics in higher education. While this comes with no guarantees of an outcome, I argue that undoing the sacred is required for enacting any genuine change.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Faculty of Education, The University of Melbourne, Melbourne, Australia