Education, neoliberalism and the consumer citizen: after the golden age of egalitarian reform

Doherty, Robert

doi:10.1080/17508480701494275

Cited by 32 publications

(24 citation statements)

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“…Konkretno u obrazovanju, pojedini autori (Allais, 2012;DavidsonHarden i Majhanovich, 2004;Doherty, 2007) ističu kako je fundamentalni cilj neoliberalnih reformi bio restrukturirati obrazovanje tako da počinje doprinositi ekonomskom rastu i razvoju, odnosno da poveća konkurentnost industrija i unaprijedi kvalitetu života pojedinca.Upravo zato, Zajda (2006) navodi kako u takvoj obrazovnoj reformi svoj interes ne vidi samo privatni sektor, već i država, budući da je svakoj zemlji u interesu osigurati ekonomski prosperitet. Stoga, mnoge su zemlje počele uvoditi mehanizme poput financiranja škola na temelju broja upisanih učenika, uvođenja nacionalnog kurikuluma, provođenja nacionalnih testiranja, lokalnog upravljanja školama i periodičnog vanjskog vrednovanja škola (Doherty, 2007).…”

Section: Neoliberalizam: Ključni Diskursiunclassified

“…Stoga, mnoge su zemlje počele uvoditi mehanizme poput financiranja škola na temelju broja upisanih učenika, uvođenja nacionalnog kurikuluma, provođenja nacionalnih testiranja, lokalnog upravljanja školama i periodičnog vanjskog vrednovanja škola (Doherty, 2007). Autori (Ball, 1997;Doherty, 2007;Martínez-Rodríguez i Fernández-Herrería, 2016) smatraju kako je takav potez vlada dodatno stavio naglasak 78 | Sanela Kanić, Vesna Kovač na profesionalnu odgovornost i procedure poput procjena, klasifikacija, kvantifikacija, akreditacija, standardiziranih testova, kriterija procjene, i orijentacije prema izvrsnosti, što se manifestiralo u obliku povećane konkurencije između škola i borbe za nastavak financiranja koje ovisi o uspjehu škola u privlačenju učenika. Drugim riječima, kao i sve druge dijelove javnog sektora, obrazovanje je zadesila "revolucija kvalitete".…”

Section: Neoliberalizam: Ključni Diskursiunclassified

“…Rang liste se smatraju poželjnima jer pomoću njih tržište može pružati korisnicima potrebne informacije o konkurentnosti pojedine škole, a glavna pretpostavka je kako bi to dovelo do motiviranja lošijih škola na poboljšanje svojih usluga, dok bi se dobrim školama omogućio nastavak pozitivnog trenda. Stoga, rang liste, inspekcijski izvještaji i reputacija postali su značajne odrednice škola o kojima ovisi njihova slika i pozicija na tržištu (Ball, 1997;Doherty, 2007;Martínez-Rodríguez i Fernández-Herrería, 2016).…”

Section: Neoliberalizam: Ključni Diskursiunclassified

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Neoliberalizam I Obrazovanje U Kontekstu Globalne Obrazovne Politike

Kanić¹

2017

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Apstrakt. Pojam globalne obrazovne politike javio se u posljednjih nekoliko desetljeća, a riječ je o fenomenu koji obuhvaća obilježja obrazovnih reformi prisutnih na globalnoj razini do kojih je došlo uslijed globalizacijskih mehanizama, odnosno opisuje ih, definira i nastoji ustanoviti tko stoji iza njihove diseminacije. Uslijed globalizacije, došlo je i do tvorbe transnacionalnog obrazovnog prostora gdje su se, uz vlade, pojavili i novi akteri, čiji su utjecaji na obrazovne politike postajali sve snažniji. Najistaknutijima se smatraju međunarodne organizacije koje različitim mehanizmima utječu na vlade mnogih zemalja, prilikom čega imaju mogućnost promicanja vlastitih agenda koje karakterizira jedna zajednička točka -neoliberalna doktrina. Pojava neoliberalizma uslijed svjetske ekonomske stagnacije sedamdesetih godina prošlog stoljeća rezultirala je prisutnošću tržišnih rješenja s naglaskom na učinkovitost, konkurenciju i slobodu izbora, što se, zahvaljujući globalizaciji, trajno ukorijenilo u obrazovne sustave gotovo svih zemalja. Pojave poput decentralizacije, privatizacije, novog javnog menadžmenta i novog profesionalizma postale su temelj za formiranje novih globalnih obrazovnih trendova, a uključenost privatnog sektora i redefinirana uloga vlade u pružanju i financiranju obrazovnih usluga smatra se svojevrsnim imperativom kada je riječ o neoliberalnim utjecajima na obrazovanje. Naposljetku, došlo je do prisutnosti javno-privatnih partnerstva, čija pojavnost uprizoruje prodor privatizacije i tržišnih mehanizama u obrazovanje.Ključne riječi: globalizacija, globalna obrazovna politika, neoliberalizam, neoliberalne obrazovne reforme, javno-privatno partnerstvo.* Sanela Kanić, sanela.kanic@gmail.com  Ovaj rad nastao je iz okvira diplomskoga rada istog naziva, koji je izradila Sanela Kanić 2017. godine. Vesna Kovač bila je mentorica u izradi diplomskoga rada.

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Section: Neoliberalizam: Ključni Diskursiunclassified

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Neoliberalizam I Obrazovanje U Kontekstu Globalne Obrazovne Politike

Kanić¹

2017

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“…217) . A central pillar of reform has been the state-driven creation of education quasimarkets 3 (Rose, 1999b;Gewirtz, 2002;Gillborn & Youdell, 2000;Doherty, 2007;Klenowski, 2009) . As Rose (1999b argues, buoyed by beliefs that "the state" is an inefficient mechanism for productivity, most Western governments have engaged in concerted attempts "to create markets and quasi-2 In my doctoral thesis, I analysed contemporary norms of education governance in Australia and suggested there are four central features of advanced liberalism: markets; freedom; the neo-social; and community (see Savage, 2012) .…”

Section: Introductionmentioning

confidence: 99%

“…Through instituting these reforms, Australian governments have borrowed heavily from England and the USA, despite research that highlights the deleterious effects of market governance on government schools and the lives of educators and young people in them (Lingard, 2010;Rizvi & Lingard, 2010) . Quasi-markets are rationalised by governments and policy-makers as solutions to a wide range of educational problems and are variously described as mechanisms for improving student learning outcomes, inspiring productive competition between schools, raising standards, increasing school and teacher accountability, and improving the wider efficacy of systems (Doherty, 2007, Klenowski, 2009Campbell, Proctor & Sherrington, 2009 The federal ALP government has promised to pay an $8000 yearly reward bonus to "one in ten, or about 25,000 of the best classroom teachers" in Australia, based on a yet to be established performance management system . The ALP has said it will develop a nationally consistent, transparent and equitable performance management system, called the 'Australian Teacher Performance Management Principles and Procedures', so the best performing teachers can be identified and rewarded.…”

Section: Introductionmentioning

confidence: 99%

Being different and the same? The paradoxes of ‘tailoring’ in education quasi - markets

Savage¹

2012

Journal of Pedagogy / Pedagogický Casopis

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Abstract:In Australia, market-based education policies promote the notion that government schools should flexibly tailor secondary education to the needs of young people and their local communities. Far from offering a "one size fits all" system, policies seek to enable clients (parents, students) to exercise freedom of choice in quasi-markets that offer different educational products to different individuals . The intended effect is a kind of bespoke education tailoring, whereby schools operate as flexible service providers, adapting to the needs and desires of local markets. In this paper, I analyse the policy turn towards market tailoring as part of broader shifts towards advanced liberal governance in education . Following this, I feature interviews with educators in two socially disparate government secondary schools in the Australian city of Melbourne . In doing so, I analyse the extent to which each school tailors its marketing practices to its local community . These interviews suggest inherent contradictions emerge when tailoring is attempted in a hierarchical market with normative and rigid indicators of 'brand value' . Schools are caught, I argue, between paradoxical demands, requiring them to be simultaneously different and the same .

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Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Giannakaki

McMillan²,

Karamichas

2018

British Educational Res J

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This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.

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Education, neoliberalism and the consumer citizen: after the golden age of egalitarian reform

Cited by 32 publications

References 10 publications

Neoliberalizam I Obrazovanje U Kontekstu Globalne Obrazovne Politike

Neoliberalizam I Obrazovanje U Kontekstu Globalne Obrazovne Politike

Being different and the same? The paradoxes of ‘tailoring’ in education quasi - markets

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

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