Potential Abstract:
This study examines the role of pragmatist inquiry in shaping conversations around mindset and perception within the context of neoliberal education policies. Drawing on theories of pragmatism and critical pedagogy, the research explores how educators and students navigate the intersection of individual mindsets and broader societal perceptions amidst neoliberal pressures within educational settings. The study utilizes a qualitative approach, including interviews, observations, and document analysis, to capture the nuances of these conversations and their impact on teaching and learning practices. Findings suggest that the neoliberal emphasis on individual success and competition often constrains opportunities for critical reflection and collective action, reinforcing fixed mindsets and limiting alternative perspectives. However, through intentional dialogues informed by pragmatist principles of inquiry and experimentation, participants are able to challenge dominant narratives and cultivate more nuanced understandings of success, failure, and learning. This research contributes to ongoing discussions in educational research by highlighting the critical role of philosophical perspectives in shaping educational practices and challenging neoliberal ideologies that perpetuate inequities in educational outcomes.
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