Teaching within and against the circle of privilege : reforming teachers, reforming schools

- Angus, Lawrence

Title
Teaching within and against the circle of privilege : reforming teachers, reforming schools
Creator
Angus, Lawrence
Date
2012
Type
Text; Journal article
Identifier
http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/67650
Identifier
vital:4517
Identifier
https://doi.org/10.1080/02680939.2011.598240
Identifier
ISSN:0268-0939
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. © 2012 Copyright Taylor and Francis Group, LLC.
Relation
Journal of Education Policy Vol. 27, no. 2 (2012), p. 231-251; http://purl.org/au-research/grants/arc/DP0665569
Rights
Taylor and Francis Group
Rights
Open Access
Rights
This metadata is freely available under a CCO license
Subject
Critical Analysis; Equity/Social Justice
Full Text
Reviewed
  • Hits: 582
  • Visitors: 1240
  • Downloads: 756
Thumbnail File Description Size Format
SOURCE1 Accepted Version 161 KB Adobe Acrobat PDF