| 要約: | <p>In this article I criticise theoretical structure which is employed in critiques<br />of higher education reforms within the domain of pedagogy. I argue that<br />critique of neoliberalism in education doesn’t recognise the dynamics of change and<br />„necessity” of transformation. Both critique and defense of neoliberal reforms do<br />not transcend capitalist „separation” and institutionalization typical of particular<br />orders. In practical terms, it results in reactive resistance, either in the form of defense<br />of privileges of „leisure class or attempt to brink back the period of „class compromise”.<br />In this way, it is not able to develop a radical practice, transcend „ideological<br />state apparatus” and produce a radical practice as well as education based on democracy<br />and equality.</p>
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