Policy reconfiguration as enactment in the strategy of recontextualized neoliberalism: Paradigmatic shift in teacher education policy reform

Drawing on Bernstein's notion of policy recontextualization, this study analyzes the exercise neoliberal governmentality in case teacher education reform Taiwan by analyzing data collected from official documents, meeting minutes, articles legislation and media reports. The findings show that senior policymakers actively engaged reconfiguration through paradigmatic adjustment. resulting ‘recontextualized neoliberalism’ suggests agents pedagogical recontextualizing field, public activism education, are speaking back to discourses forcing a softening market agendas education.1