Journal articles: 'Commodification of education'

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Karpov, A. O. "The Commodification of Education." Russian Education & Society 55, no. 5 (2013): 75–90. http://dx.doi.org/10.2753/res1060-9393550506.

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Karpov, A. O. "The Commodification of Education." Russian Social Science Review 54, no. 5 (2013): 22–37. http://dx.doi.org/10.1080/10611428.2013.11065521.

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Kopnina, Helen. "Contesting ‘Environment’ Through the Lens of Sustainability: Examining Implications for Environmental Education (EE) and Education for Sustainable Development (ESD)." Culture Unbound 6, no. 5 (2014): 931–47. http://dx.doi.org/10.3384/cu.2000.1525.146931.

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This article reflects on implications of presenting nature as a social construction, and of commodification of nature. The social construction of nature tends to limit significance of nature to human perception of it. Commodification presents nature in strict instrumental terms as ‘natural resources’, ‘natural capital’ or ‘ecosystem services’. Both construction and commodification exhibit anthropocentric bias in denying intrinsic value of non-human species. This article will highlight the importance of a deep ecology perspective, by elaborating upon the ethical context in which construction and commodification of nature occur. Finally, this article will discuss the implications of this ethical context in relation to environmental education (EE) and education for sustainable development (ESD).

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Jacob, Merle. "Rethinking Science and Commodifying Knowledge." Policy Futures in Education 1, no. 1 (2003): 125–42. http://dx.doi.org/10.2304/pfie.2003.1.1.3.

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Several commentators have remarked that universities are now under constant pressure to promote the commodification of knowledge produced by faculty and students. Although academic opinion on the implications of the drive to commodification remains divided, there is a general consensus that at the very least it has the potential to change the conditions for conducting science. This article provides an analysis of the debate and practices associated with the commodification of knowledge produced in universities. The article concludes that the commodification of knowledge is part of a global process of commodifying everything and that academics are both promoters and victims of the commodification of knowledge.

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Bethune, Elizabeth, and Sally Wellard. "The commodification of specialty nurse education." Contemporary Nurse 6, no. 3-4 (1997): 104–9. http://dx.doi.org/10.5172/conu.1997.6.3-4.104.

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Miller, Toby. "Governmentality or commodification? US higher education." Cultural Studies 17, no. 6 (2003): 897–904. http://dx.doi.org/10.1080/0950238032000150084.

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Gulomovna, Zaylobidinova Munira. "Commodification of education in the form of shadow education." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 1 (2022): 200–206. http://dx.doi.org/10.5958/2249-7137.2022.00048.9.

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Han, Soonghee. "Competence: commodification of human ability." Asia Pacific Education Review 9, no. 1 (2008): 31–39. http://dx.doi.org/10.1007/bf03025823.

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Press, Frances, and Christine Woodrow. "Commodification, Corporatisation and Children's Spaces." Australian Journal of Education 49, no. 3 (2005): 278–91. http://dx.doi.org/10.1177/000494410504900305.

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For increasing numbers of Australian children, childcare is part of their everyday experiences. The marketisation and corporatisation of education have been under discussion for some time, particularly in relation to schooling. There has been comparatively little public scrutiny of how this trend might impact on, and shape Early Childhood Education and Care (ECEC). This article explores the existing and potential impacts of privatisation and corporatisation of ECEC in terms of how these constrain and are reshaping the vision and the practice of what is done for children in the prior-to-school sector.

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Damanik, Janianton, Mohamad Baiquni, Hermawan Yusuf, and Petrus Jilbert Millians Pulla. "Local Community Responses to the Commodification of Livelihoods in Tourism Destination of Borobudur." Jurnal Ilmu Sosial dan Humaniora 13, no. 2 (2024): 234–46. https://doi.org/10.23887/jish.v13i2.75176.

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The commodification of local community livelihoods occurs in many tourism destinations. How community responds to this does not seem to have been discussed much in previous researches. This paper aims to explore the response of local communities to the increasing practice of commodifying livelihoods in the super priority destination Borobudur based on their three socio-economic variables, namely: social position, education and the volume of assets owned. A survey method has been chosen to collect main data which is analysed using inferential statistics. It was found that the commodification of livelihood assets occurred intensively due to the development of tourism in these destinations. It has been proven that the commodification of livelihoods has been responded differently by local communities. The differences in responses are clearly shown by socio-economic background. Those with higher education are more responsive in the sense of agreeing with commodification compared to those with low education. Apart from that, the social position also influences different responses to the commodification of livelihoods in the tourism destination. Likewise, the volume of assets owned also differentiates their response to the commodification of livelihoods. From these findings it was concluded that the response to the commodification of livelihoods related to the development of tourism destinations was responded differently by local communities. The implication is that destination development needs to pay attention to preserving the livelihoods of local communities as one of the strengths of attraction.

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Fejes, Andreas, and Henning Salling Olesen. "Editorial: marketization and commodification of adult education." European Journal for Research on the Education and Learning of Adults 7, no. 2 (2016): 146–50. http://dx.doi.org/10.3384/rela.2000-7426.relae12.

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Noble, David F. "Technology and the Commodification of Higher Education." Monthly Review 53, no. 10 (2002): 26. http://dx.doi.org/10.14452/mr-053-10-2002-03_3.

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Rana, Tarek. "The commodification of education: an academic dilemma." Accounting, Auditing & Accountability Journal 37, no. 1 (2024): 428–29. http://dx.doi.org/10.1108/aaaj-01-2024-215.

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Guo, Shujian, Hyunjung Shin, and Qi Shen. "The Commodification of Chinese in Thailand’s Linguistic Market: A Case Study of How Language Education Promotes Social Sustainability." Sustainability 12, no. 18 (2020): 7344. http://dx.doi.org/10.3390/su12187344.

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In recent decades, the commodification of the English language has aroused intensive research interest in the sociolinguistics on a global scale, but studies on the commodification of the Chinese language are relatively rare. Most studies take a critical approach in relation to its adverse impacts on minority rights and social justice. This study examined the language landscape in Chiangmai, Thailand, and the linguistic beliefs of local Thai Chinese language learners. Based on their feedback, this study investigated the commodification of Chinese language education in the community of Chinese language learners in Chiangmai. We found that from a less critical perspective, the commodification of a second language provides more accessible and affordable educational opportunities for learners, especially those from low-income families, and at the same time language proficiency can broaden learners’ career choices and provide employees with additional value in industries, such as tourism, commerce, and services. This finding implies that language commodification, rather than typically being associated with linguistic imperialism and unbalanced socio-economic status, can be a contributing factor in promoting higher-education availability and social sustainability in certain circumstances. There may be some mediating factors between the commodification of language and changes in the sustainable balance of language, opening up space for future research to explore.

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Golikov, Alexander. "Education as a commodity? (a sketch of sociological expertise)." 27, no. 27 (June 29, 2022): 33–43. http://dx.doi.org/10.26565/2077-5105-2022-27-04.

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The article reveals the problematic aspects of the transformation processes of education into a commodity. Education is understood as a social practice and as a social institution. Carrying out a systematic analysis of these processes, the author demonstrates both systemic social, societal threats and (often underestimated) "pitfalls" generated by these processes, as well as possible limitations and even limits of their actualization and deployment. This analysis and demonstration is carried out in the technique of theoretical sociological expertise. The problem of sociology's partial disregard for the commodification of education and the probable prospects and problems arising from this are analyzed. It is emphasized that the uncritical perception of the processes of commodification of education by sociology, especially on the periphery of global neoliberal capitalism, is in itself a threat to education, in particular in the form of a change in the very nature of education as a phenomenon, its evolution from a phenomenon, first of all, a sociocultural phenomenon into a phenomenon primarily economic. Various arguments are given and analyzed in relation to the processes of commodification of education, each of which is named in the article by the name of a sociologist whose analysis is closest to the argument put forward. “Five big” arguments and “seven small” ones are formulated. In their presentation the “dark sides” of the processes of commodification and neoliberalization of education are analyzed in detail. Attention is focused on the analysis of how education is involved in interaction with other social institutions and phenomena, as well as on what effects and post-effects can be generated as a result of education commodification processes. It is emphasized that in this context, the most important plot is the connection between education as a phenomenon and freedom as a social construct – at the micro level, as well as with the social order – at the macro level. A number of conclusions are formulated about such a property of education as autonomy, about its socio-cultural characteristics and about the threats of the market.

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Collier, Caleb. "Books in Review: Resisting the Global Education Reform Movement." English Journal 111, no. 6 (2022): 75–77. http://dx.doi.org/10.58680/ej202231951.

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Moynihan, D. P. "On the commodification of medicine." Academic Medicine 73, no. 5 (1998): 453–9. http://dx.doi.org/10.1097/00001888-199805000-00007.

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Shumar, Wesley. "Wither the welfare state: The new global adventures of higher education." Learning and Teaching 7, no. 1 (2014): 92–104. http://dx.doi.org/10.3167/latiss.2014.070107.

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This summary article situates the articles in this collection within the historical unfolding of the commodification and neoliberalisation of higher education. From the 1970s to the present, the article suggests that commodification and neoliberalisation are two social forces that in many nations are difficult to disentangle. It is important to see these forces as analytically distinct as they set up contradictions whilst transforming higher education in many nations in the world. While commodification begins the process of turning university programmes and degrees into commodities that a consuming public buys, neoliberalism puts pressure on universities to document that people are getting value for the money they spend. Neoliberalism also questions how we measure the quality of a product. Together these forces create an increasingly contradictory space where faculty work becomes very conflicted. The article then goes on to situate each of the articles in this contradictory university space. Finally the article discusses some ways faculty can move beyond resistance and collusion and find ways to reclaim higher education.

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Sjöström, Kent. "Bodily education in modernist culture – freedom and commodification." Theatre, Dance and Performance Training 6, no. 1 (2015): 72–84. http://dx.doi.org/10.1080/19443927.2014.985895.

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Manian, Chad. "Is Commodification of Education Doomed to Fail: An Empirical Case Study Investigation into Commodification as the Cause of Failure of UK HE Providers." International Journal of Sustainable Approach to Education Practice 3, no. 1 (2024): 1–13. http://dx.doi.org/10.59268/taas/010520245.

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This paper examines the commodification model as a cause of collapse by establishing if there is a link between commodification and the failure of HE institutions. The study aims to answer 3 questions: Is profit-driven commodification the main cause of the collapse of private HE providers? If not, what is the cause and to what extent is the model a contributor to its decline? What lessons can be learned from understanding failure to prevent it? Methodology – interpretive, phenomenological case study approach based on a single case of a small-sized alternative higher education provider in London. The mixed method using observation along with documentation and interviews provided an opportunity for triangulation to improve reliability. Primary data from focus group interviews with staff, students and senior management were analyzed using thematic analysis. Findings – the study found that the commodification trend in the form of corporatization and profiteering was the leading cause, of failure. The commodification model is incompatible with education outcomes. Findings also revealed that student welfare, progress and learning outcomes are better goal which would positively impact in success. Profiteering puts heavy pressure on outcomes, negatively impacting on motivation, low morale, staff demotivation, student dissatisfaction, financial and emotional pressure on students, create a culture of victimization, unethical predatory practice etc.

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Parker, Jan. "Reconceptualising the curriculum: from commodification to transformation." Teaching in Higher Education 8, no. 4 (2003): 529–43. http://dx.doi.org/10.1080/1356251032000117616.

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Doyle, David M., Marie Muldoon, Stephanie Thompson, and Muiread Murphy. "Economic Obstacles to Education in Ireland." Journal of Human Rights Practice 13, no. 1 (2021): 124–35. http://dx.doi.org/10.1093/jhuman/huab004.

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Abstract This policy note highlights the costs of sending a child to school in Ireland and explores the extent to which these represent a significant economic barrier to schooling for low-income families. It also evaluates the efforts to reduce early school leaving and examines the increasing commodification of education in Ireland.

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Winslow, Luke. "Rhetorical Matriphagy and the Online Commodification of Higher Education." Western Journal of Communication 81, no. 5 (2017): 582–600. http://dx.doi.org/10.1080/10570314.2017.1316418.

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Page, Damien. "Conspicuous practice: self-surveillance and commodification in English education." International Studies in Sociology of Education 27, no. 4 (2017): 375–90. http://dx.doi.org/10.1080/09620214.2017.1351309.

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Scherrer, Christoph. "GATS: long-term strategy for the commodification of education." Review of International Political Economy 12, no. 3 (2005): 484–510. http://dx.doi.org/10.1080/09692290500170957.

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Milton, Audrey, and Brendan O'Connell. "Commodification of higher education in accounting: a Marxist perspective." International Journal of Critical Accounting 1, no. 3 (2009): 204. http://dx.doi.org/10.1504/ijca.2009.027317.

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Ghasemi, Rohollah, and Sara Yousefikhah. "Higher education policy and knowledge commodification in the 2000s." Quarterly Journal of Research and Planning in Higher Education 28, no. 2 (2022): 97–127. http://dx.doi.org/10.52547/irphe.28.2.97.

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Muzhaffar Shidqi, Raihan, and Jamiati KN. "Hypercommodification in Indonesian Mass Media and its Impact on Society: A Study and Suggestions." COMMUSTY Journal of Communication Studies and Society 1, no. 2 (2024): 65–70. http://dx.doi.org/10.38043/commusty.v1i2.4136.

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This research focuses on increasing the commodification of media products, the proliferation of consumerist values, and their impact on media content, ownership, and political discourse. The findings show that the hyper-commodification of society in Indonesia has led to significant changes in the mass media industry, focusing on profit-driven media products and decreasing independent and diverse media content. This research also highlights the need for media literacy and education initiatives to counteract the effects of consumerism and to promote critical and informed media consumption. Overall, this research sheds light on the complex and interrelated processes of commodification, consumerism and mass media, and their impact on Indonesian society and culture.

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Rocha, Ricael Spirandeli, and Cristiano Silveira Silva. "Tecnologias Digitais e Educação a Distância, Crítica da Mercantilização do Ensino à Luz de Álvaro Vieira Pinto." Revista InovaEducaTech 1, no. 1 (2025): 23. https://doi.org/10.63103/d3b85e62.

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Technical rationality, fueled by the interests of a bourgeois society that is growing stronger under the influence of capital, has shaped contemporary education. The objective of this study was to critically analyze the impacts of the commodification of Distance Education (DE) on the quality of educational training and the integrity of the pedagogical commitment of institutions. A qualitative approach was adopted, based on a bibliographic review anchored in the reflections of Álvaro Vieira Pinto (2005), who offers a critical perspective on the interactions between technique, technology, education and society. The results highlight the urgent need to implement more effective public policies that not only regulate the workload of distance education courses, but also confront the commodification of education, driven by technical rationality. It is essential that future guidelines ensure that distance education in Brazil is accompanied by a genuine commitment to the comprehensive education of students and to equity in access to education.

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Freerks, Vanessa Anne-Cécile. "The University between Commodification and Simulation." Theoria 72, no. 182 (2025): 27–59. https://doi.org/10.3167/th.2025.7218202.

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Abstract In this article, I demonstrate the relevance of Baudrillard's work in an educational context. I build on Williams's (2016) analysis of how ‘commodification’ hollows out higher education using Di Leo's work (2024) on capitalism and the university. Contra Di Leo however, Baudrillard's ‘symbolic exchange’ is not an ‘unkept revolutionary and radical promise’, nor does it lie ‘beyond’ capitalism. Against the university's state of ‘rot’ along with its ‘slow death’, Baudrillard puts forward ‘imaginary solutions’ via his notions of symbolic exchange and seduction. I look specifically at how the ‘pataphysical’ approach might transform the university in a wider sense. I propose a contrast between the hyper-rational and pataphysical universities with the aim of combining them as part of ‘s-educ(a)tion’, as it is ‘seduction’ that resists the mania for positivist, technological transparency.

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Apple, Michael W. "Audit Cultures, Commodification, and Class and Race Strategies in Education." Policy Futures in Education 3, no. 4 (2005): 379–99. http://dx.doi.org/10.2304/pfie.2005.3.4.378.

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The author discusses some of the ways in which certain elements of conservative modernization have had an impact on education at multiple levels. He points to the growth of commodifying logics and the audit culture that accompanies them. In the process, he highlights a number of dangers currently being faced. However, he urges us not to assume that these conditions can be reduced to the automatic workings out of simple formulae. He argues that we need a much more nuanced and complex picture of class relations and class projects to understand what is happening – and a more sensitive and historically grounded analysis of the place of racial dynamics in the vision both of ‘a world out of control’ that needs to be policed and of ‘cultural pollution’ that threatens ‘real knowledge’ in the growth of markets and audit cultures. Thus, Michael Apple also urges his readers to listen carefully to the critiques coming from collective voices within oppressed communities and to not assume that one can read off their positions by reducing their agency to simply expressions of rightist ideological formula. Becoming more nuanced about such constitutive dynamics will not guarantee that we can interrupt the tendencies upon which he focuses here. But it is one essential step in understanding the genesis of what is at stake in a serious politics of interruption.

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Karunathilake, I. M., and A. De Abrew. "Is commodification of medical education an answer for economic woes?" South-East Asian Journal of Medical Education 16, no. 1 (2022): 1. http://dx.doi.org/10.4038/seajme.v16i1.397.

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Smoluk, Marek. "Modularisation and commodification of higher education in the United Kingdom." Journal of Linguistic and Intercultural Education 8 (June 15, 2015): 203–12. http://dx.doi.org/10.29302/jolie.2015.8.13.

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Monahan, Torin. "Just Another Tool? IT Pedagogy and the Commodification of Education." Urban Review 36, no. 4 (2004): 271–92. http://dx.doi.org/10.1007/s11256-004-2084-y.

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Suharta, I. Wayan. "Commodification of Gamelan Selonding in Tenganan Pegringsingan Village, Bali." Harmonia: Journal of Arts Research and Education 22, no. 1 (2022): 144–60. http://dx.doi.org/10.15294/harmonia.v22i1.35062.

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Gamelan Selonding is a form of traditional music found in Tenganan Pegringsingan village, with a pelog tujuh nada in barungan alit classification that is sacred, unique, and deeply rooted in the community. The traditional way of life and productive religious activities with their numerous manifestations ensure Gamelan Selonding’s continuity and authenticity. According to historical dynamics, the influence of external culture and its various modernization styles disrupted Gamelan Selonding’s existence, resulting in its commodification. The commodification of Gamelan Selonding is a process that encompasses three stages, namely production, distribution, and consumption. In production, Gamelan Selonding is duplicated into a commodity by imitating its original form; distribution is an attempt to spread Gamelan Selonding production, which increases development consequences; and consumption Gamelan Selonding is used as a ritual compliment and an artistic medium. The Gamelan Selonding’s commodification occurs due to its adaptable nature; it can accept, absorb, and adapt to changing circumstances, resulting in a diversity of functions, not limited to ritual contexts, but a broader social context. The commodification of Gamelan Selonding is an artistic dynamic that empowers the potential of traditional arts in the formulation of contemporary performing arts expressions, accepted as a local spectacle capable of competing in a global culture.

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Fathurahman, Heri, Umasih Umasih, Gumgum Gumelar, Andy Hadiyanto, and Assyifa Amelia Azzahra. "The commodification of economic perspectives in Islamic Religious Education Studies on social media." Informasi 51, no. 1 (2021): 111–32. http://dx.doi.org/10.21831/informasi.v51i1.38516.

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Economic empowerment in Indonesia is quite dynamically developing, this is also not free from the study of Islamic religious education on Islamic economics. Apart from this, researchers also used YouTube social media for review in this study. The formulation of the research problem is how to commodify an economic perspective in the study of Islamic religious education on social media. This study aims to analyze the commodification of economic perspectives in the study of Islamic religious education on social media. Researchers use a quantitative approach with a survey method where data will be taken from a predetermined population and sample and then a questionnaire to the respondent. The results of this study indicate that the commodification of YouTube content about the economy packaged in Islamic Religious Education affects the attitudes of YouTube users who watch the content. This is evidenced by conducting a regression test with the results that all ha received and accepted are declared good. In addition, economic empowerment in the perspective of Islamic religious education can also increase community economic empowerment and support the economic activities of the Indonesian people.

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Suarez-Villa, Luis. "The Rise of Technocapitalism." Science & Technology Studies 14, no. 2 (2001): 4–20. http://dx.doi.org/10.23987/sts.55133.

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The rise of technocapitalism involves the commodification of knowledge in faster and more diverse ways than at any previous time in human history. This article provides insights from a macro-analytical perspective on the phenomena that mark the emergence of technocapitalism as a new form of market capitalism, and their influence on the commodification of knowledge for invention and innovation. The phenomena in question involve the rapid accumulation of inventions and of knowledge-sensitive infrastructure. The rapid reproduction of creativity and a faster diffusion of knowledge, both of which have been supported by a massification of technical education, are also important for the emergence of the new era. Their contribution to the commodification of technological knowledge is most obvious in the pervasive corporatization of invention and innovation, and even more so in the emergence of continuous invention and innovation as a standard component of corporate strategy.

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Hadi, Syamsul, Endriatmo Soetarto, Satyawan Sunito, and Nurmala K. Pandjaitan. "Education Hybridization of Pesantren and its Challenges in Rural Industrialization." Jurnal Pendidikan Islam 5, no. 2 (2016): 261. http://dx.doi.org/10.14421/jpi.2016.52.261-285.

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This research aims to explain the existence, institutional environment and the sustainability of pesantren institutions in the village that experienced urbanization because of industrialization and the culture of modernity. The study used a constructivism paradigm for qualitative method. Data mining is done through in-depth interview techniques and field observations with the support of document studies. The results showed that, in responding to the instrumentation (the interests) of the state and the pragmatic market demands Pesantren Manbail Futuh pursuing a strategy of hybridization and the commodification of education. It is to adopt a policy of state education as well as to accommodate the community's preference based on the general education schools that is based in Pesantren. Hybridization of education is a diversification of education units (religious and general) in Pesantren. While commodification is intended as fundraising efforts to support the operational needs of the institution so that the implementation of formal education units shall meet national education standards (NES) in addition to meeting society's expectations (market). This strategy means a form of guarantee for the existence and sustainability of pesantren institutions in rural communities.

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Somek, Alexander. "Two times two temperaments of legal scholarship and the question of commodification." European Law Open 1, no. 3 (2022): 627–34. http://dx.doi.org/10.1017/elo.2022.29.

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AbstractThe article offers a brief account of the continental European (viz., German) and the US American approach to legal education and scholarship. It then explores in which respect legal academics active in these cultures are vulnerable to the lure of commodification, that is, incentives to produce legal expertise for clients. After concluding that these incentives may well be stronger in countries where legal academics consider themselves badly paid and where scholarly traditions are weak, the article explores how commodification can adversely affect the culture of ‘legal science’ as a whole and even work to the detriment of clients.

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Muttaqien, M. Zainul. "The Controversy of the Tombs of Religious Figures in Banten: A Study of the Commodification of the Tombs of Religious Figures." Journal of Comprehensive Science 4, no. 5 (2025): 1588–96. https://doi.org/10.59188/jcs.v4i5.3149.

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This study examines the commodification of revered religious tombs in Banten, Indonesia, focusing on the tombs of Sheikh Nawawi al-Bantani and Sheikh Abdul Muhyi. As sacred sites increasingly transform into tourist destinations, tensions arise between spiritual values and economic interests. Using a qualitative approach—including in-depth interviews, participant observation, and document analysis—the research explores the drivers of commodification (e.g., rising pilgrimage tourism, social media influence, weak regulations) and its socio-cultural consequences. Findings reveal divergent local perspectives: some communities embrace economic benefits, while others resist commercialization to safeguard spiritual integrity. Unique to Banten, grassroots initiatives like sharia-compliant businesses and religious education programs emerge as countermeasures. The study contributes to broader debates on sacred site management by highlighting the intersection of Islamic tradition, informal governance, and digital-era commodification. It calls for policy frameworks that balance economic development with cultural preservation, offering insights for sustainable religious tourism in similar contexts.

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Mittelstrass, J. "KNOWLEDGE AS A GOOD: SCIENCE, EDUCATION, AND THE COMMODIFICATION OF KNOWLEDGE." Trames. Journal of the Humanities and Social Sciences 7, no. 4 (2003): 227. http://dx.doi.org/10.3176/tr.2003.4.01.

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Apple, Michael W. "Markets and Measurement: Audit Cultures, Commodification, and Class Strategies in Education." Journal of Educational Sociology 78 (2006): 373–98. http://dx.doi.org/10.11151/eds1951.78.373.

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Pullman, Daryl. "Can Virtue Be Bought? Moral Education and the Commodification of Values." Teaching Philosophy 17, no. 4 (1994): 321–33. http://dx.doi.org/10.5840/teachphil199417430.

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Purwidyasmara, Bayu Satyayoga, and Widhihatmini Widhihatmini. "SEMIOTICS ANALYSIS OF POVERTY COMMODIFICATION IN THE REALITY SHOW “UANG KAGET” EPISODE 482 ON GTV." Jurnal Ilmiah Manajemen Informasi dan Komunikasi 6, no. 1 (2022): 31–52. http://dx.doi.org/10.56873/jimik.v6i1.177.

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This research is motivated by a reality show with the theme of poverty containing commodification practices that manipulate the show into a form of commodity that is consumed by its viewers. This practice turns poverty into a commodity that is exploited for the benefit of the media industry. This study aims to analyze the commodification of poverty in the reality show “Uang Kaget” episode 482. This study uses a qualitative approach, data was collected through observation and documentation, and it was analyzed using Charles Sanders Peirce's semiotics. The research results show that there is a commodification of poverty content in the visualization of the condition of food, clothing, housing, health, and education in the reality show "Uang Kaget" episode 482. The elements of poverty dominate in each segment of the show by displaying reality in a manipulative way so that it looks close to the real reality. The results of this study are expected to contribute to policy makers regarding reality show content, television show production creators to provide more educational, entertaining, and creative information; television program managers as reference for media policy makers; viewers to participate in supervising shows containing commodification: and the public to be more selective in appreciating television shows.

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Castiello-Gutiérrez, Santiago, and Xiaojie Li. "We are More Than Your Paycheck." Journal of International Students 10, no. 3 (2020): i—iv. http://dx.doi.org/10.32674/jis.v10i3.2676.

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International students in the U.S. have been pushed out and dehumanized by the policies of the Trump Administration. While sometimes the arguments used to defend the importance of international students tend to perpetuate their commodification; the rapid, coordinated, and powerful mobilization led by scholars and higher education institutions after the #StudentBan, gives us hope for a more inclusive future.

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Real, Michael R. "The Postmodern Olympics: Technology and the Commodification of the Olympic Movement." Quest 48, no. 1 (1996): 9–24. http://dx.doi.org/10.1080/00336297.1996.10484175.

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Muth, Sebastian, and Lara Ryazanova-Clarke. "The commodification of Russian around the world." International Journal of Bilingual Education and Bilingualism 20, no. 4 (2015): 381–84. http://dx.doi.org/10.1080/13670050.2015.1115000.

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Williamson, Thea. "Experiences of Alienation and Intimacy: The Work of Secondary Writing Instruction." Research in the Teaching of English 57, no. 3 (2023): 271–93. http://dx.doi.org/10.58680/rte202332355.

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Drawing on critical theories of labor and commodification, this qualitative embedded case study explores how students experience alienation and intimacy in the work of writing for an English language arts class. Analysis of fieldnotes from 30 observations, student writing products, and reflective interviews with focal students and the teacher illuminated the meaningful assemblages where conditions of intimacy permeated instruction. Two practices supported intimacy in working conditions: knowledge about writing built through a collective process of noticing, and open-ended work time characterized by “managed nonmanagement” (, p. 176), or calculated flexibility in rules and expectations. Findings illustrate how a literacy practice might contribute to students’ experience of alienation or intimacy (or both) while writing, depending on conditions of industrialization and commodification. Even as the teacher strove to deindustrialize work, commodification through grades and standardized assessments heightened alienation in the writing environment. The study provides an example of an educational context governed by an industrial system of assessment where local actors (the teacher and students) disrupted alienation by working in smaller scales and more closely with texts.

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Hidayah, Siti Nur. "Pesantren for Middle-Class Muslims in Indonesia (Between Religious Commodification and Pious Neoliberalism)." QIJIS (Qudus International Journal of Islamic Studies) 9, no. 1 (2021): 209. http://dx.doi.org/10.21043/qijis.v9i1.7641.

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<p>Research about Islamic educational institutions, the market and the rise of the new Muslim middle-class in Indonesian society has mainly focused on schools. Its correlation with pesantren (Islamic boarding schools) as Islamic education providers has not yet been deeply portrayed. This paper aims to identify changes in pesantren management practices in relation to the growth of the Muslim middle-class and questions whether pesantren management practices intended to cater for the middle-class segment of society can be categorized as commodification or as acts of pious neoliberalism. As a preliminary examination, this paper was based on extensive literature and media research, interviews with teachers and parents in pesantren, and non-participant observation. This research highlights three different strategies developed by pesantren to respond to the growing size of the Muslim middle-class in Java, Indonesia: ‘developing’, ‘inserting’ and ‘creating’ new pesantren education programs. Three models are highlighted here in three select pesantren in Java: Firstly, a pesantren established and designed to accommodate middle-class Muslims that employs an approach that is an amalgamation between religious education and international educational standards. Secondly, a well-established traditional pesantren which built new ‘elite’ buildings to respond to demand from middle-class Muslims. And thirdly, a pesantren that targets urban middle-class students of all ages who have limited religious knowledge and which mainly focuses on a tahfidz program (memorizing of the Qur’an) through creating a ‘friendly’ image of learning the Qur’an. These pesantren maintain a deeply religious curriculum similar to traditional pesantren and provide good facilities for students but charge high fees for education, and as such may connotate a commodification practice. Using Mona Atia’s concept of pious neoliberalism, the writer questions whether the fusion of religious practices of any kind, commodification and adjustment to market logic, in this context, might be better understood as pious neoliberalism. In this sense, the commodification practices in the examples offered here should not always bear a pejorative meaning. While admitting that global changes have introduced new challenges to the Muslim community and in relation to Islamic education, it is hoped that this article will encourage further discussion and investigation on the subject of the changing nature of provision and management of Islamic educational institutions, in particular pesantren, in Indonesia.</p>

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Sangaji, Ruslan, and Nirwana Rasyid. "KOMODIFIKASI AGAMA DALAM PENGELOLAAN TAHFIZ AL-QUR’AN." Al-Ikhtibar: Jurnal Ilmu Pendidikan 10, no. 1 (2023): 1–13. http://dx.doi.org/10.32505/ikhtibar.v10i1.5085.

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This paper aims to demonstrate the existence of the phenomenon of commodification of religion in the management of tahfidz al-Qur'an educational institutions and the impacts it has. This study uses a descriptive qualitative method and uses field data which is located in Bone Regency. Data was collected, processed and analyzed using the sociology of religion approach. The findings of this study show that the phenomenon of commodification of religion in the management of tahfidz al-Qur'an educational institutions occurs in line with the desire of institutional managers to see tahfidz institutions as more advanced and more developed. From an administrative point of view, managers of tahfidz institutions tend to increase the financing related to the management of tahfidz education, even though from one side the community or stakeholders have not fully accepted that learning the Koran must incur high costs. Learning and teaching the Koran, according to him, does not have to be exchanged for expensive financing. Besides commodification found at the administrative level, symptoms of religious commodification are also found at the distribution level of hafidz in society. The community's need for hafidz al-Qur'an has been quite significant so far, especially for the benefit of events or events at various scales, for example Musabaqah Tilawatil Qur'an on local and national scales. The impact of the emergence of commodification in the management of tahfidz al-Qur'an indirectly weakens the sacredness of religion, especially the Koran and erodes social values, especially the attitude of helping each other. The use value of the Qur'an as a human moral guide shifts from theological to economic paradigm.

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Journal articles on the topic 'Commodification of education'

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