Teaching within and against the Circle of Privilege: Reforming Teachers, Reforming Schools

Autor/in	Angus, Lawrence
Titel	Teaching within and against the Circle of Privilege: Reforming Teachers, Reforming Schools
Quelle	In: Journal of Education Policy, 27 (2012) 2, S.231-251 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2011.598240
Schlagwörter	Stellungnahme; Foreign Countries; Neoliberalism; Educational Policy; Evidence; Accountability; Family School Relationship; Disadvantaged; Disadvantaged Youth; Teacher Role; Teacher Behavior; Teacher Student Relationship; Student School Relationship; Resistance (Psychology); Classroom Environment; Power Structure; Relevance (Education); Nontraditional Education; Educational Change; Australia; New Zealand; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Ausland; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Evidenz; Verantwortung; Benachteiligter Jugendlicher; Lehrerrolle; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Resistenz; Klassenklima; Unterrichtsklima; Relevance; Relevanz; Non-traditional education; Alternative Erziehung; Bildungsreform; Australien; Neuseeland; USA
Abstract	Three decades of neo-liberal education in western countries, particularly English-speaking countries, have not served most children well. The evidence is mounting that the neo-liberal experiment has been a failure on many grounds, not least because of its deprofessionalizing effect on teachers. The disciplinary effects of neo-liberal policy frameworks on education remain powerful, but there are numerous teachers and schools who have resisted the regime of managerialism and accountability. This paper celebrates such activists. It argues that the internal focus on the delivery of instruction and test-taking inside schools ignores the point that the major influences on the school performance of children exist outside rather than inside the school. The paper argues that young people who have been "othered" and put at a disadvantage by the neo-liberal education system deserve to be treated in a more dignified, engaged and respectful manner than seems to be the case within the ideology of accountability and top-down managerialism. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10