Education Reform: A Critical and Post-structural ApproachOpen University Press, 1994 - 164 halaman This book builds upon Stephen J. Ball's previous work in the field of education policy analysis. It subjects the ongoing reforms in UK education to a rigorous critical interrogation. It takes as its main concerns the introduction of market forces, managerialism and the national curriculum into the organization of schools and the work of teachers. The author argues that these reforms are combining to fundamentally reconstruct the work of teaching, to generate and ramify multiple inequalities and to destroy civic virtue in education. The effects of the market and management are not technical and neutral but are essentially political and moral. The reforms taking place in the UK are both a form of cultural and social engineering and an attempt to recreate a fantasy education based upon myths of national identity, consensus and glory. The analysis is founded within policy sociology and employ both ethnographic and post-structuralist methods. |
Isi
What is policy? Texts trajectories and toolboxes | 14 |
Education Majorism and the curriculum of the dead | 28 |
Education policy power relations and teachers work | 48 |
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achieve agenda analysis argue articulated aspects assessment autonomy Ball with Gold Bowe and Ball Bracewell's budgets Chapter Chubb and Moe classroom competition complex conception concerns constraints consumer context critical cultural restorationist decision deputy head discourse economic education market education policy Education Reform Act effects ethics flexibility Flightpath Comprehensive Foucault funding governors grant-maintained schools headship headteacher ideological increasingly individual inequalities institution issues John Major John Patten Keith Joseph Kenneth Baker Kenneth Clarke leadership Margaret Thatcher market forces market place market theory ment moral National Curriculum needs neo-liberal numbers organization perspective planning Plowden Report political possibilities post-structuralism power relations practice problems professional relationships responsiveness restorationism Richard Bowe Roger Scruton role Salisbury Review school management SEAC Secretary self-interest self-management senior management social specific staff struggle teachers Thatcher things tion traditional Trumpton values