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Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Contributors -- Foreword -- Note -- Chapter 1: Critical social theory and public debate: Issues in contemporary education. Introduction -- Dystopian utopias: A society in disarray -- The challenge for the sociology of education -- The need for a new critical repertoire -- Towards an 'earthly sociology' -- What's inside? -- References -- Part 1: Theorising the Potential for New Repertoires of Critique -- Chapter 2: Between reflexivity and critique: French pragmatic sociology and the plurality of engagements in the quest for justice -- Introduction -- Critical sociology and pragmatic sociology of critique -- Beyond axiological neutrality: the normative basis of sociology -- Sociological critique as an activity of evaluation and interpretation -- Thinking about critique in a theory of justification -- From tests to conventions: the 'ascent to generality' -- A pragmatic sociology of critique -- From closeness to qualification for the common good -- Pragmatic and critical sociology in education -- Government by standards and sociological critique -- Reintroducing time and historicity in sociological analysis -- Sociological meta-critique: between expertise and authority -- Conclusion -- References -- Chapter 3: Educational commons as critique and aspiration: Confronting the civil war, decolonization, and ecological crises -- Introduction -- Commons as critique and aspiration -- New grammars of enclosure and war in the post-neoliberal interregnum -- The challenge of decolonization -- Toward a planetary educational commons in the Anthropocene -- Conclusion -- References -- Chapter 4: The critique of digital education: Time for a (post)critical turn -- Introduction -- Digital education as an object of critique.

This book explores a new repertoire for critique in the sociology of contemporary education, focusing on emerging social theories that respond to contemporary challenges in education, education policy and governance. Presenting a variety of approaches in the sociology of education including pragmatist critical sociology, neo-Marxism, post-digital sociology, new materialisms, affirmative critique of education, and post-colonial studies, the chapters in this book engage in a novel, collective dialogue and reflection on the affordances, limitations and challenges of emerging social theories in contemporary education. The book further justifies this novel approach through inclusion of a series of interviews with leading scholars and thinkers from within and outside the field of education on the subject of critique in contemporary society and education. he book offers relevant global and decolonial perspectives to study current transformations, drawing on innovations in theorizing and empirical illustrations from different countries. Highlighting alternative visions of these transformations in an era of globalization, fragmentation, and growing nationalism, this cutting-edge book will be of great interest to researchers, academics and postgraduate students in the fields of the sociology of education, the philosophy of education, social theory, political science and comparative policy and politics more broadly.

This paper maps the emergence and consequences of automated Algorithmic Performance Management (APM) in the context of higher education. After reviewing the evolution of productivity management in academia, it argues that surveillance via APM shifts expectations not just about effectiveness at work but also about how work, and the good worker, come to be defined. In our paradigmatic case study of Office 365, we specify how the automated surveillance of workforce practices are deployed to redefine productivity in higher education: productive workers become good data subjects as well as producers of papers, grants, and other traditional outputs of success. Our analysis suggests performing well at work is managed in and by the platform via logics of the surveillance of wellness, time-regulation, and social connectivity to influence, manage, and control workers. We critique these automated performance measures in terms of platform capitalism, noting Office 365's Viva Insights function as a telematic device of surveillance. The final section of the paper places these trends in Australia's socio-legal context by showing how Viva is insufficient for considering performance given the range of practices that constitute "academic work," including but not limited to the need for unmonitored activity. Yet, we observe that currently little can be done about Office 365's surveillant presence given a regulatory regime that by and large excludes productivity surveillance from the scope of regulated surveillance activities.