Education Policy and Realist Social Theory

Primary Teachers, Child-Centred Philosophy and the New Managerialism
1. Auflage 2002
ISBN: 978-0-415-26839-4
Verlag: Taylor & Francis

Buch, Englisch, 272 Seiten, Format (B × H): 156 mm x 245 mm, Gewicht: 535 g

Reihe: Routledge Studies in Critical Realism

In Europe welfare state provision has been subjected to 'market forces'. Over the last two decades, the framework of economic competitiveness has become the defining aim of education, to be achieved by new managerialist techniques and mechanisms. This book thoughtfully and persuasively argues against this new vision of education, and offers a different, more useful potential approach.
This in-depth major study will be of great interest to researchers in the sociology of education, education policy, social theory, organization and management studies, and also to professionals concerned about the deleterious impact of current education policy on children's learning and welfare.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Archer, Robert

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Gesellschaftstheorie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

1. Structure, Agency and Educational Change: Morphogenesis and the Need for Analytical Dualism 2. Culture, Organization Theory and the New Managerialism 3. Socio-Cultural Conditioning: Plowden, the Philosophers and Teacher Training 4. Socio-Cultural Interaction: Tyndale, Ruskin and the Black Paper Years 5. Socio-Cultural Elaboration: the 1988 Education Reform Act and the New Managerialism 6. Southside: Managerialism to the Rescue 7. Westside: 'You Can Run, But You Can't Hide!' 8. Some Concluding Remarks: What About the Children?

Über Autor(innen)

Robert Archer