Character education, new media, and political spectacle

Winton, Sue

doi:10.1080/02680931003624532

Cited by 19 publications

(17 citation statements)

References 27 publications

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“…In order to address such concerns, a neoconservative emphasis has been placed on a return to standard knowledge and traditional values (Apple, 2005; Grossman, 2009; Ozga, 2009). Therefore, responsibility for both self and others is often represented as a standardised educational goal or value in national policy agendas across the globe – particularly those relating to democratic citizenship and character education initiatives (Ailwood et al, 2011; Winton, 2010). While such initiatives may aim to develop ‘good’ character for ‘good’ citizenship (Althorf and Berkowitz, 2006), in reality they are often ‘placebos’ (Gillborn, 2006) or ‘political spectacle[s]’ (Winton, 2010: 350) that mask, exacerbate or do little to improve social justice issues (Gillies, 2008) or encourage taking responsibility for marginalised others.…”

Section: Responsibility In the Policy Contextmentioning

confidence: 99%

‘Productive’ and ‘disciplined’ students for the ‘common good’: Globalised discourses of neoliberal and neoconservative responsibility in Australian education policy

Wardman

2016

Global Studies of Childhood

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The notion of responsibility makes a significant appearance in a range of Westernised education policy documents concerned with student conduct, welfare and values. While policies may differ in the extent to which responsibility is explicitly defined or generally assumed, most seem to emphasise an ideal social subject who is accountable, self-regulating and actively contributing to civic life. Drawing on insights from Michel Foucault, Emmanuel Levinas and Judith Butler, I argue that the emphasis on neoliberal and neoconservative discourses in Australian educational policy can work to undermine more unconditional forms of responsibility grounded in notions of ethics, care and recognition of the other.

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Section: Responsibility In the Policy Contextmentioning

confidence: 99%

‘Productive’ and ‘disciplined’ students for the ‘common good’: Globalised discourses of neoliberal and neoconservative responsibility in Australian education policy

Wardman

2016

Global Studies of Childhood

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“…The teaching staff also wanted to get the building under control. Further discussions after the activity led the teachers and Wanda to make character development their school goal (Winton, 2010). Wanda forwarded this information to the school district office and, for the first time since taking the position, looked ahead to the upcoming school year with excitement.…”

Section: Wanda's Dilemmasmentioning

confidence: 99%

School Improvement

Pollock

Winton

2012

Journal of Cases in Educational Leadership

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Maple Leaf School is a large English elementary school in Ontario, Canada. Wanda Miller, the principal, has been at the school for 2 years. Upon arrival, she engaged the teachers in a collaborative exercise to determine their school goal (as required by the province). Character education was selected. The district insisted that the school adopt an academic goal instead. Wanda determined that character education would be the school's primary goal and writing its secondary one. Since then, students' behavior and the school's climate have improved markedly, but test scores have declined. This case focuses on the tension between a locally identified, collaboratively determined school focus and conflicting district and provincial demands. Keywords school improvement, decision making, educational leadership Case NarrativeWanda Miller, principal of Maple Leaf Elementary school is facing a dilemma: she, the vice principal, and the teachers in her school believe improving students' behavior should be the school's number one priority. Until behavior improves, they argue, substantial academic gains are unlikely. The school district and provincial government, however, demand that the school prioritize increasing students' academic achievement (as indicated by test scores). Which stakeholder group should have the final word? To whom is Wanda accountable? How can Wanda persuade her staff and district officials to accept the other group's position?

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“…Using the politics of education as our overarching theme, this issue examines California's Local Control Funding Formula (LCFF) and interrogates the ways in which policy directives and implementation practices reconstitute structural forms of oppression. These contributions have pushed the boundaries of how we critically analyze topics such as the symbolic elements of educational policy; policy formation; interest group politics; racial politics, power relations and the persistent disenfranchisement of minoritized communities; school governance; and political economy and marketization of public education (see, for example, Abu El-Haj, 2006;Alemán, 2006;Ball, 1991;Dumas, Dixon, & Mayorga, 2016;Fisher, 2003;Honig, 2006;López, 2003López, , 2012López, , 2016Melen, 1994;Marsh, 2007;Mazzoni, 1994;McDonnell, 2009;Mintrom, 2001;Rodriguez, 2013;Scott, 2011;Scott & Holme, 2016;Superfine, 2009;Trujillo, 2012;Werts & Brewer, 2015;Wells, Slayton, & Scott, 2002;Winton, 2010) to name a few. Although this special issue focuses on the California context, we believe that the California model has important implications for other states and federal policy.…”

Section: Introductionmentioning

confidence: 99%