Narrowed horizons and the impoverishment of educational discourse: teaching, learning and performing under the new educational bureaucracies

Walsh, Patrick F.

doi:10.1080/02680930500393492

Cited by 36 publications

(24 citation statements)

References 3 publications

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“…The second pressure came from a deep technicism that was central to policy and management approaches. (This second problem is widespread in English education, see Walsh (2006).) Teaching was seen as a matter of developing better techniques and applying them.…”

Section: Commonalities In the Fe Learning Culturementioning

confidence: 97%

Learning Cultures in Further Education

et al. 2007

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This paper examines the nature of learning cultures in English Further Education (FE), as revealed in the Transforming Learning Cultures in FE (TLC) research project. In it, we describe four characteristics of a generic FE learning culture: the significance of learning cultures in every site; the significance of the tutor in influencing site learning cultures; the often negative impact of policy and management approaches; and the ever-present issue of course status. We go on to different types of learning cultures within FE related to the degrees of synergy and conflict between the multiple influences on learning in those sites. In general, sites with greater synergy have more effective learning, pointing to valuable new ways to further improve learning. However, such synergy is sometimes difficult to achieve, and brings further problems in its train. It is important to separate out judgments about learning effectiveness, from equally important ones about learning value. The conceptions of the latter varied from site to site, and were often contested.

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Section: Commonalities In the Fe Learning Culturementioning

confidence: 97%

Learning Cultures in Further Education

et al. 2007

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“…The principles of NPM may lead to impoverished definitions of educational goals and values, and, accordingly, to a menace to teachers' professionalism, well-being and pride in their work. Teachers may feel transformed into administrative bureaucrats, largely deprived of the rewards previously accessible to the profession (Mintzberg, 1983;Bottery & Wright, 2000;Ball, 2003;Adcroft & Willis, 2005;Walsh, 2006;Wong, 2006;Fitzgerald, 2008;Troman, 2008;Allodi, 2009).…”

Section: The Values Of the Teaching Profession: Eroded Under Performamentioning

confidence: 99%

Teachers' Perceptions of their Work Environment in Swedish Junior High Schools

Westling

Fischbein

2012

Research in Comparative and International Education

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The aims of this study were to explore the organisational characteristics of junior high schools, to identify typologies of work environments and to explore the relationships between the type of work environment and how schools function. The educational profession and the role of teachers have been influenced by policies inspired by the principles of new public management (NPM). The Swedish version of the Organizational Checkup Survey is a general and expanded version of the Maslach Burnout Inventory. The present work analyses the 16 items concerning energy, involvement and accomplishment ('Relations to Work') and the 29 items concerning workload, control, reward, community, fairness and values ('Fields of Work'). The answers from 749 Swedish junior high school teachers from a stratified selection of 32 schools were analysed with a structural equation modelling approach. The means of the answers from the teachers from the same school were dichotomised and analysed with partial order scalogram analysis. The polarising variables contributing to the identification of four main profiles were reward and workload. There were gender differences: female teachers were more exhausted, felt more involved and were more dissatisfied with their workload than male teachers. There were also age differences, the younger teachers reporting, in particular, lower professional autonomy (control). The results show relevant differences between schools, and that teachers' perceptions of their work environment can be considered an indicator of school quality. The results of the comparisons are related to the conditions of high efficiency and deprofessionalisation of NPM-inspired educational organisations, and indicate a possible link between school organisation and teachers' perceptions of reward.

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“…These are to be replaced with streamlined, privatised services enabling a more efficient, rationalist operation with marketisation shaping social services such as transport, health, housing and education. This is largely through an infusion of business-like, performance-related models, or New Public Management (NPM), which reforms the public sector by measuring effectiveness within the confines of national economic strategies (Clarke and Newman, 1997;Walsh, 2006;Lynch et al, 2012). As will be demonstrated, NPM's encouragement of a standardised, measurable, commodified approach has been extended through the Community Sector and within public community education provision.…”

Section: Context Matters: Assessing the Global Neoliberal Turnmentioning

confidence: 99%

Rekindling Community Education in Neoliberal Times

Fitzsimons

2017

Community Education and Neoliberalism

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Narrowed horizons and the impoverishment of educational discourse: teaching, learning and performing under the new educational bureaucracies

Cited by 36 publications

References 3 publications

Learning Cultures in Further Education

Learning Cultures in Further Education

Teachers' Perceptions of their Work Environment in Swedish Junior High Schools

Rekindling Community Education in Neoliberal Times

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