Education for sale: at what cost? Lifelong learning and the marketplace

Gouthro, Patricia A.

doi:10.1080/02601370210140995

Cited by 36 publications

(27 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In recent studies on lifelong learning in international policy, the work of Foucault has often been used as a theoretical point of departure (see Fejes & Nicoll, 2008). These analyses have contributed to a widened understanding of the subtle steering mechanisms governing the construction of social identities.…”

Section: Points Of Departurementioning

confidence: 99%

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

Nordin

2011

European Educational Research Journal

View full text Add to dashboard Cite

The discourse of lifelong learning has undergone great changes, from its initial engagement when it was a matter of social and humanitarian issues as outlined in the early documents of UNESCO, to emphasising lifelong learning as a moral and individual obligation in a more competitive and market-oriented language. This policy trajectory has taken the discourse from an initial phase of great social visions to a second phase focusing on the need for self-regulated and morally responsible citizens. Recent research on the topic indicates that we are now standing at the threshold of a discursive shift where action instead of visions is at stake. Against this background the author asks if there is evidence enough to suggest that European policy on lifelong learning is now experiencing a discursive shift into what could be described as a new phase. The author uses critical discourse analysis as a methodological framework and the analysis of the empirical material points to a direction where it is relevant to speak about a new 'phase' of lifelong-learning discourse emerging in European policy, characterised by the urgent need for implementation. In this article a tentative conceptual framework is presented as to how this new, action-oriented 'phase' can be understood.

show abstract

Section: Points Of Departurementioning

confidence: 99%

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

Nordin

2011

European Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…The focus on active citizenship is intended to prepare learners to operate within a society changing more quickly than ever before. Curriculum programs need to aim to provide learners with skills and processes by which they can effectively navigate changes to their physical environment and living spaces, transforming communities, switches in government and other societal institutions (Starkey, 2002), alteration of populations through migration (Osler & Starkey, 2003), the reorganisation of corporations and how they themselves will eventually approach the world of work (Gouthro, 2002). The culture of the school, therefore, must become sufficiently robust in order that the process of renewal itself may operate effectively within this societal change, and it must create a curriculum that is similarly suited.…”

Section: Review Of Literature On Organisational Renewalmentioning

confidence: 99%

Active Citizenship at Old Yarranlea State School

MacLean¹

2006

International Journal of Pedagogies and Learning

View full text Add to dashboard Cite

Considerations of Learning Futures are predicated on recognition of the extreme pace of change in contemporary societies and the need for education systems that prepare learners to participate in such dynamic environments. The precepts of active citizenship, which draw upon democratic and humanistic values to emphasise the importance of relationship building and community mindedness, provide both curriculum content for learners and mechanisms for change in school communities. This paper is an ethnographic evaluation of curriculum and pedagogy that examines the culture and perspectives which support active citizenship at Old Yarranlea State School. The paper proposes a metastrategic framework for implementing change, by developing processes that integrate the physical, intellectual, social and emotional components of the school community in a manner that is culturally inclusive, socially sustainable and engaged in the creation and re-creation of democratic principles. The result is an approach to curriculum planning that develops a unique school vision, identity and infrastructure and an approach to pedagogy that is an expansion and application of the curriculum content itself.

show abstract

“…More recently, similar findings from various countries are very common in the literature (Chapman et al, 2011;Stephens et al, 2015) Apple (2001) argues that despite neoliberalism's claims that privatisation, marketization, harmonisation and generally the globalisation of educational systems increase the quality of education, there are considerable findings in numerous studies that show that the expansion of higher education happens in tandem with the increase of income inequality and the aggravation of racial, gender and class differences. Gouthro (2002) argues that there has been a misrepresentation of the basic notions that characterise the purpose of education, such as critical thinking, justice and equity. Ganding and Apple (2002) went one step further by suggesting an alternative solution, which lies on the decentralisation of educational systems, using the "Citizen School" as an example of an educational institution, which prioritises quality in education and its provision to impoverished people.…”

Section: Introductionmentioning

confidence: 99%

Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential

Kromydas

2017

Palgrave Commun

231

View full text Add to dashboard Cite

The purposes and impact of higher education on the economy and the broader society have been transformed through time in various ways. Higher education institutional and policy dynamics differ across time, but also between countries and political regimes and therefore context cannot be neglected. This article reviews the purpose of higher education and its institutional characteristics juxtaposing two, allegedly rival, conceptual frameworks; the instrumental and the intrinsic one. Various pedagogical traditions are critically reviewed and used as examples, which can potentially inform today's policy making. Since, higher education cannot be seen as detached from all other lower levels of education appropriate conceptual links are offered throughout this article. Its significance lies on the organic synthesis of literature across social science, suggesting ways of going forward based on the traditions that already exist but seem underutilized so far because of overdependence in market-driven practices. This offers a new insight on how theories can inform policy making, through conceptual "bridging" and reconciliation. The debate on the purpose of higher education is placed under the context of the most recent developments of increasing social inequalities in the western world and its relation to the mass model of higher education and the relevant policy decisions for a continuous increase in participation. This article suggests that the current policy focus on labor market driven policies in higher education have led to an ever growing competition transforming this social institution to an ordinary market-place, where attainment and degrees are seen as a currency that can be converted to a labour market value. Education has become an instrument for economic progress moving away from its original role to provide context for human development. As a result, higher education becomes very expensive and even if policies are directed towards openness, in practice, just a few have the money to afford it. A shift toward a hybrid model, where the intrinsic purpose of higher education is equally acknowledged along with its instrumental purpose should be seen by policy makers as the way forward to create educational systems that are more inclusive and societies that are more knowledgeable and just.

show abstract

Education for sale: at what cost? Lifelong learning and the marketplace

Cited by 36 publications

References 21 publications

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

Active Citizenship at Old Yarranlea State School

Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential

Contact Info

Product

Resources

About