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The purpose of this paper is twofold: first, to provide a clarification of how 'education in a postliberal world' differs from the concept of 'postliberal education;' and second, to contribute to an understanding of the backlash against liberalism and liberal education in recent years. The paper is primarily conceptual and only secondarily descriptive in that it prioritizes the importance of clarifying the conceptual haze surrounding the notion of postliberalism and related terms (i.e. illiberalism, anti-liberalism); it is argued that this conceptualization is necessary as these concepts have different educational implications in different political contexts. The paper outlines a number of broad dimensions that are important to explore in future research on the entanglement between postliberalism and education; it also discusses how the concept of postliberalism could be used fruitfully to account for changes in education in ways that take into consideration the recent critiques against liberalism and liberal education. [ABSTRACT FROM AUTHOR]

The sociologist and theologian Chris Allen develops aspects of both Liberation and Postliberal theologies to launch a critique of the two dominant contemporary Christian responses to British food insecurity: food charity and food justice campaigning. Allen maps an alternative approach: a land activist Church that draws on its own historical counter-cultural practices and takes an oppositional stance to the contemporary state and market nexus. Drawing on the work of the Italian philosopher and political theorist Roberto Esposito, this essay argues that Allen's goals could be more fully realized by investigating with greater nuance Christian ontology, ecclesiology and the role of the state. Turning again to Allen's sources in this essay, the variety and potential of foodbank volunteering along with the legitimacy of food justice campaigns are critically reintegrated into a more radical project, a project which includes but is not limited to the sphere of the ecclesia. [ABSTRACT FROM AUTHOR]

The 2014 INPE McLaughlin Lecture explores the emergent concept of the ‘postliberal’ and the increasing frequency of its formal and informal uses in the languages of educational theory and practice. It traces the origins of the term ‘postliberal’ to certain strains of modern Christian theology, maps its migration into liberal democratic theory and examines its important role in the discussion of religious schooling as led for a time by Terry McLaughlin himself. Acknowledging the looseness of the concepts ‘liberal’ and ‘postliberal’ in much current educational polemic, the article nonetheless argues that recurrent adoption of the term ‘postliberal’ in Britain especially signifies a change in attitude towards ‘progressive’ versions of liberal education with which philosophers and theorists must engage. [ABSTRACT FROM PUBLISHER]

Postliberals have hailed H. Richard Niebuhr's The Meaning of Revelation as a harbinger of narrative theology. A careful reading of Niebuhr's argument, however, suggests a theological ethic that is at once attentive to the narrative formation of agency and yet distinct from postliberalism because of its attention to the divine object of Christians' stories. Niebuhr's theocentrism yields a view of narrative as opened from the inside because it requires appropriation of what he calls "external" narratives in order to do justice to the sovereignty of God. The result is a theological ethic which is sharply critical of modern conceptions of agency and yet continually sifted by contemporary insights and experience. [ABSTRACT FROM AUTHOR]

Offers a critical assessment of liberation theology and theological postliberalism, as represented by the writings of Gustavo Gutierrez and John Milbank. Concepts of society and Church; Partial defense of liberation theology offered in tandem with a critical affirmation of some aspects of postliberal political theology; Political theology of the 21st century.