Abstract
Neoliberal policies in education are not only the source of privatiza-tion, segregation, and spatial injustice, but they also interfere with the construction of subjectivity. As they progress through their schooling, learners gradually integrate neoliberal norms and values (competitive-ness, efficiency, flexibility, independence, etc.), generating the need to adapt to globalization and enhancing the sense of socio-spatial ine-qualities. In this paper, we will investigate the effects of ultraliberal and neoliberal policies on rural areas in southeastern France (Hautes-Alpes department), but also the resistance enacted by educators that can be placed in opposition to neoliberal values and norms. More spe-cifically, we will consider transformative learning and care ethics that can be capable of recognizing how these values live within learners and how to transform them, to thus take care of ourselves, others, and the Earth.