The Oecd Neoliberalism And The Learning City
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| Author | : Rianne Mahon |
| Publisher | : UBC Press |
| Total Pages | : 334 |
| Release | : 2009-07-01 |
| Genre | : Political Science |
| ISBN | : 0774858575 |
The Organisation for Economic Co-operation and Development is a much cited but little studied institution, and its role in international governance is poorly understood. Nevertheless, the OECD plays an important role in the emerging structure of global governance. Focusing upon the OECD's core functions, contributors to this volume trace the OECD's history, structure, and role in international governance as well as its function as a "policy ideas generator" and purveyor of "best practices" in a variety of economic and social policy domains.
| Author | : Paul Bocking |
| Publisher | : University of Toronto Press |
| Total Pages | : 316 |
| Release | : 2020-04-02 |
| Genre | : Education |
| ISBN | : 1487534515 |
From pressure to "teach to the test" and the use of quantitative metrics to define education "quality," to the rise of "school choice" and the shift of principals from colleagues to managers, teachers in New York, Mexico City, and Toronto have experienced strikingly similar challenges to their professional autonomy. By visiting schools and meeting teachers, government officials, and union leaders, Paul Bocking identifies commonalities that are shaping how teachers work and public schools function. While arguing that neoliberal education policy is a dominant trend transcending the realities of school districts, states, or national governments, Bocking also demonstrates the importance of local context to explain variations in education governance, especially when understanding the role of resistance led by teachers’ unions.
| Author | : Polona Kelava |
| Publisher | : Cambridge Scholars Publishing |
| Total Pages | : 285 |
| Release | : 2014-06-19 |
| Genre | : Social Science |
| ISBN | : 1443861812 |
The monograph From Formal to Non-Formal: Education, Learning and Knowledge presents a review of selected aspects of non-formal education and learning, and is written by António Fragoso, Petra Javrh, Polona Kelava, Taja Kramberger, Nives Ličen, Marko Radovan, Drago B. Rotar, Klara Skubic Ermenc, Tadej Vidmar, Igor Ž. Žagar, Tihomir Žiljak and Sabina Žnidaršič Žagar. These authors are all anthropologists, sociologists, philosophers, political scientists, education scientists and historians of education. As such, the subject covered is a broad one and reaches into fields that at first glance appear to be very distant from each other. It is precisely this diversity of approaches that offers the best promise of new findings regarding non-formal learning, education and knowledge and that represents a fruitful basis for further reflection on these topics. The monograph thus offers answers to some starting points for reflection on the increasingly varied dimensions and possibilities of formal, non–formal and informal knowledge and learning.
| Author | : Chris Arthur |
| Publisher | : Brill / Sense |
| Total Pages | : 158 |
| Release | : 2012 |
| Genre | : Consumer education |
| ISBN | : 9789460919176 |
Consumer financial literacy education often appears as a helpful, commonsense solution to neoliberalism and the individualization of responsibility for economic risk. However, in Financial Literacy Education: Neoliberalism, the Consumer and the Citizenthis particular literacy is argued to be both ineffective and unjust. Socially created poverty, unemployment and economic insecurity require more than individual consumer solutions; they require collective responses by engaged, critical citizens. Utilizing concepts from Marx, Foucault, Bourdieu and Baudrillard this book challenges those who claim that 'there is no alternative' to neoliberal insecurity and reduce education to a consumerist training of entrepreneurial consumer-citizens who can continually invest in themselves and the market. Through an analysis of consumer financial literacy education's present and historical supports, as well as its likely effects, this book argues that the choice before us is not financial illiteracy or financial literacy. Rather, the choice is between subjugation to the requirements of perpetual competition or overcoming alienation, insecurity and exploitation, aims the critical financial literacy education outlined at the end of this book supports. This book will appeal to those interested in understanding the conditions of our freedom in an increasingly financialized world--critical educators, philosophers and sociologists of education and financial literacy researchers.
| Author | : Kalwant Bhopal |
| Publisher | : Routledge |
| Total Pages | : 245 |
| Release | : 2017-10-02 |
| Genre | : Education |
| ISBN | : 1317294939 |
Neoliberalism and Education: Rearticulating Social Justice and Inclusion offers a critical reflection on the establishment of neoliberalism as the new global orthodoxy in the field of education, and considers what this means for social justice and inclusion. It brings together writers from a number of countries, who explore notions of inclusion and social justice in educational settings ranging from elementary schools to higher education. Contributors examine policy, practice, and pedagogical considerations covering different dimensions of (in)equality, including disability, race, gender, and class. They raise questions about what social justice and inclusion mean in educational systems that are dominated by competition, benchmarking, and target-driven accountability, and about the new forms of imperialism and colonisation that both drive, and are a product of, market-driven reforms. While exposing the entrenchment, under current neoliberal systems of educational provision, of longstanding patterns of (racialised, classed, and gendered) privilege and disadvantage, the contributions presented in this book also consider the possibilities for hope and resistance, drawing attention to established and successful attempts at democratic education or community organisation across a number of countries. This book was originally published as a special issue of the British Journal of Sociology of Education.
| Author | : Alan Burton-Jones |
| Publisher | : |
| Total Pages | : 268 |
| Release | : 2001 |
| Genre | : Business & Economics |
| ISBN | : 9780199242542 |
This book probes the surface of contemporary economic and social change and reveals how the shift to a knowledge-based economy is redefining firms, empowering individuals, and reshaping the links between learning and work. Using economic, management and knowledge-based theories, it describes the emergence of a new breed of capitalist, one dependent on knowledge rather than physical resources.
| Author | : E. Wayne Ross |
| Publisher | : Hampton Press (NJ) |
| Total Pages | : 334 |
| Release | : 2007 |
| Genre | : Business & Economics |
| ISBN | : |
This book has two primary goals: a critique of educational reforms that result from the rise of neoliberalism and to provide alternatives to neoliberal conceptions of education problems and solutions. A key issue addressed by contributors is how forms of critical consciousness can be engendered thought society via schools, that is, paying attention to the practical aspects of pedagogy for social transformation and organizing to achieve a most just society.
| Author | : Karen Starr |
| Publisher | : Routledge |
| Total Pages | : 191 |
| Release | : 2019-04-05 |
| Genre | : Education |
| ISBN | : 1351761978 |
Education Policy, Neoliberalism, and Leadership Practice is a foundational book describing all aspects of neoliberalism and its broad scale impact in education. Drawing on research and canvassing policy developments across a range of contexts, this book critically analyzes neoliberal education policies, the practices and outcomes they spawn, and the purposes they serve. It interrogates how education leaders perceive and interpret neoliberal influences and the dilemmas and opportunities they create, while unpacking questions of why neoliberalism is the basis for educational policy, how neoliberalism impacts on education, and what this means for the future.
| Author | : Mitja Sardoč |
| Publisher | : Routledge |
| Total Pages | : 209 |
| Release | : 2021-03-21 |
| Genre | : Education |
| ISBN | : 1000360636 |
This edited collection combines quantitative content and critical discourse analysis to reveal a shift in the rhetoric used as part of the neoliberal agenda in education. It does so by analysing, uncovering, and commenting on language as a central tool of education. Focussing on vocabulary, metaphors, and slogans used in strategy documents, advertising, policy, and public discourse, the text illustrates how concepts such as justice, opportunity, well-being, talent, and disadvantage have been hijacked by educational institutes, governments, and universities. Showing how neoliberalism has changed discourses about education and educational policy, these chapters trace issues such as anti-intellectualism, commercialization, meritocracy, and an erasure of racial difference back to a contradictory growth in egalitarian rhetoric. Given its global scope, this volume offers a timely intervention in the studies of neoliberalism and education by developing a holistic vision of how the language of neoliberalism has changed how we think about education. It will prove to be an essential resource for scholars and researchers working at the intersections of education, policymaking, and neoliberalism.
| Author | : John Goddard |
| Publisher | : Routledge |
| Total Pages | : 234 |
| Release | : 2013-02-11 |
| Genre | : Business & Economics |
| ISBN | : 1135082758 |
Universities are being seen as key urban institutions by researchers and policy makers around the world. They are global players with significant local direct and indirect impacts – on employment, the built environment, business innovation and the wider society. The University and the City explores these impacts and in the process seeks to expose the extent to which universities are just in the city, or part of the city and actively contributing to its development. The precise expression of the emerging relationship between universities and cities is highly contingent on national and local circumstances. The book is therefore grounded in original research into the experience of the UK and selected English provincial cities, with a focus on the role of universities in addressing the challenges of environmental sustainability, health and cultural development. These case studies are set in the context of reviews of the international evidence on the links between universities and the urban economy, their role in ‘place making’ and in the local community. The book reveals the need to build a stronger bridge between policy and practice in the fields of urban development and higher education underpinned by sound theory if the full potential of universities as urban institutions is to be realised. Those working in the field of development therefore need to acquire a better understanding of universities and those in higher education of urban development. The insights from both sides contained in The University and the City provide a platform on which to build well founded university and city partnerships across the world.
