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1.
Adam Lefstein 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):643-659
This article explores the school inspection as a political ritual for the management of tensions between competition and equality inherent in neo-liberal educational regulatory regimes. At the centre of the article is a case study of how teachers in an allegedly failing working-class English primary school coped with issues of social class, educational success-and-failure and an Office of Standards in Education (OFSTED) inspection and related accountability measures. National educational policy – relative performance data and inspection – generated a crisis within the school, and intervened in teacher discourse about the role of social class in pupil attainment. Whereas previous scholarship on OFSTED and inspections has emphasised their harmful effects on teachers and teaching practice, the current article broadens the focus from regulatory to political issues, from specific schools to the stability of the educational order more generally. Based on this case study, situated within a broader analysis of shifting discourses about social class and education in English educational policy, I argue that (1) the current regulatory regime makes ‘failure’ inevitable, thereby posing a symbolic problem for policy-makers and politicians; (2) by identifying failure and allocating blame, the inspection ritual fulfils an important symbolic function; which (3) serves to buttress the legitimacy of the neo-liberal educational order. 相似文献
2.
Stuart Tannock 《教育政策杂志》2013,28(4):449-464
In the context of the increasing internationalisation of higher education, there is a pressing need to think through how demands for educational equality and justice, that currently tend to be framed at the national and sub-national level, should be conceptualised at a global level. This article compares two recent media and policy debates in the UK, over admitting wealthy students off-quota to university and restricting international student visas, in order to demonstrate the contradictions that are created when demands for educational equality stop at the national border. Based on a discussion of these debates, the article calls for the principle of educational equality to be extended outwards, beyond the national border, to apply to domestic and international students alike. 相似文献
3.
This article reveals perspectives based on experiences from twentieth-century Danish educational history by outlining contemporary, test-based accountability regime characteristics and their implications for education policy. The article introduces one such characteristic, followed by an empirical analysis of the origins and impacts of test-based accountability measures applying both top-down and bottom-up perspectives.These historical perspectives offer the opportunity to gain a fuller understanding of this contemporary accountability concept and its potential, appeal and implications for continued use in contemporary educational settings. Accountability measures and practices serve as a way to govern schools; by analysing the history of accountability as the concept has been practised in the education sphere, the article will discuss both pros and cons of such a methodology, particularly as it relates to contemporary education governance. 相似文献
4.
This article uses critical discourse analysis in order to discuss the equity and social justice implications of an envisaged education reform agenda in Cyprus, as articulated by two consultation reports commissioned by the World Bank. The reports highlight, inter alia, the imperative to improve teaching and enhance accountability regimes with regard to students’ learning. Selected extracts from these documents are analyzed in order to highlight the absence of a social justice discourse in the rhetoric of educational reforms, despite the alleged centrality of a social justice discourse in official policy. The reports fail to include issues of social justice and learner diversity in discussing the necessity to strengthen the existing teacher policy framework and to mobilize structural educational reforms. This omission is indicative of the neoliberal imperatives that drive the envisaged education policy reforms as well as the low priority attributed to issues of equity and learner diversity, with particular reference to students designated as having special educational needs and/or disabilities. 相似文献
5.
This is an exploratory study about pupil selection. Admission regulations are central to understanding issues of school mix, segregation and educational justice. In Chile, student selection has been intensively discussed but scarcely studied. Using a questionnaire for headteachers (N = 581), we explore how school admission processes are organised and implemented within a market-based educational system with a high-stakes testing regime where schools are pushed to use selection practices. Despite the existence of a national (although weak) legal prohibition at the time the survey was conducted, half of the headteachers state that they use some mechanism to select students (play sessions, student testing, or interviews with parents) even when they do not face demand pressures. Exploratory data suggest higher levels of selectivity in subsidised private schools. Regression analysis shows a strong association between ‘selectivity’ and homogeneous academic intake and social composition. Presumably, the widespread use of selection procedures responds to the structuring force of a double system of educational accountability; strong pressure on performance within a testing regime and where funding depends on enrolments makes selection a fundamental strategy for schools, but which is seriously affecting equality goals. 相似文献
6.
浅议教育公平、教育平等和教育效率的关系 总被引：1，自引：0，他引：1
宋红霞 《安阳师范学院学报》2006,(6):131-133
追求教育公平,促进教育平等,提高教育效率是构建社会主义和谐社会的主要内容,也是发展教育的主旨所在。教育公平是教育事业的价值追求和永恒理想,是教育平等和教育效率相互促进从而达到的一种理想状态。促进教育平等和提高教育效率可以并行共进,教育公平是教育平等和教育效率二者水平不断提高的和谐发展状态。 相似文献
7.
Alison George Dover 《Equity & Excellence in Education》2013,46(4):506-524
Redressing educational inequity requires taking a comprehensive and systemic approach to education reform, a practice increasingly framed as “social justice (in) education.” However, while state and federal accountability mandates require any reform intended for K-12 classroom implementation to have a demonstrable impact on student achievement, published accounts of classroom-level “teaching for social justice” are widely varied and scantly evaluated. This article examines the conceptual foundations of teaching for social justice, presents a concrete framework for teaching for social justice in K-12 classrooms, and examines how elements of teaching for social justice are supported by existing research on secondary students’ academic, behavioral/motivational, and attitudinal outcomes. In conducting this review, the author hopes to provide both a rationale for teaching for social justice in K-12 classrooms and a foundation for future empirical research on how doing so affects student outcomes. 相似文献
8.
平等还是公正？——试论罗尔斯的教育哲学观 总被引：1，自引：0，他引：1
罗尔斯主张,社会中凡是具有相似动机和禀赋的人都应得到大致相等的教育机会和成就前景。社会应该通过差别原则对社会利益进行调节和再分配,解决社会不平等问题,为人们获得平等的教育机会创造条件。同时,教育可以通过培养人才、调适社会心理、代际储备和加强社会成员的自律意识等促进社会的平等和公正。在教育问题上,罗尔斯追求公正,兼顾平等,他主张的教育是一定平等基础上的公正的教育。 相似文献
9.
党的历代领导集体核心继承和发展马克思主义教育公平观,为促进教育公平、发展人民教育事业做出了划时代的贡献。毛泽东为劳动人民争取了享受平等教育的机会和权利。邓小平通过恢复高考制度重建了社会公平与正义。江泽民积极发展全民教育,开启了高等教育大众化。胡锦涛主张教育公平是社会公平的重要基础,坚持把促进教育公平作为国家基本教育政策,努力办好人民满意的教育。 相似文献
10.
Juan Carlos González Edwardo L. Portillos 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):247-266
This article presents an overview and discussion of qualitative research in education by analyzing the roles of researchers, the history of the field, its use in policymaking, and its future influence on educational reform. The article begins by describing the unique position that qualitative educational researchers have in higher education, as they often attempt to serve both academic and policymaking audiences. The article then moves to discuss the ascent of qualitative methods in the social sciences and educational research. The article concludes by attempting to work through a number of pressing concerns that qualitative researchers may face in upcoming decades; specifically, the final section presents possible strategies to improve the relevance and impact of qualitative researchers’ work on reframing educational policy at local, state, and federal levels to meet the demands of equality and social justice. 相似文献
11.
John Calvert 《Journal of Philosophy of Education》2014,48(1):69-85
The basic principle of educational equality is that each child should receive an equally good education. This sounds appealing, but is rather vague and needs substantial working out. Also, educational equality faces all the objections to equality per se, plus others specific to its subject matter. Together these have eroded confidence in the viability of equality as an educational ideal. This article argues that equality of educational opportunity is not the best way of understanding educational equality. It focuses on Brighouse and Swift's well worked out meritocratic conception and finds it irretrievably flawed; they should, instead, have pursued a radical conception they only mention. This conception is used as a starting point for developing a luck egalitarian conception, pluralistic and complex in nature. It is argued that such a conception accounts for the appeal of equality of opportunity, fits with other values in education and meets many of the objections. Thus, equality is reasserted as what morally matters most in education. 相似文献
12.
《International Journal of Educational Development》2005,25(4):395-407
International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar ‘Education for All’ goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are distinguished as gender parity goals [achieving equal participation of girls and boys in all forms of education based on their proportion in the relevant age-groups in the population] and gender equality goals [ensuring educational equality between boys and girls]. In turn these have been characterised as quantitative/numerical and qualitative goals respectively. In order to consider progress towards both types of goal, both quantitative and qualitative assessments need to be made of the nature of progress towards gender equality. Achieving gender parity is just one step towards gender equality in and through education. An education system with equal numbers of boys and girls participating, who may progress evenly through the system, may not in fact be based on gender equality. Following Wilson (Human Rights: Promoting gender equality in and through education. Background paper for EFA GMR 2003/4, 2003) a consideration of gender equality in education therefore needs to be understood as the right to education [access and participation], as well as rights within education [gender-aware educational environments, processes, and outcomes], and rights through education [meaningful education outcomes that link education equality with wider processes of gender justice]. 相似文献
13.
Tianlong Yu 《Equity & Excellence in Education》2013,46(4):325-333
This article examines the political rationale of the “model minority” stereotype about Asian Americans and its ramifications on education. Created by white elites in the 1960s as a device of political control, the model minority stereotype continues to serve the larger conservative restoration in American society today. By over-emphasizing Asian American success and misrepresenting it as proof of the perceived equal opportunity in American society, proponents of the stereotype downplay racism and other structural problems Asians and other minority groups continue to suffer. The theory that Asians succeed by merit (strong family, hard work, and high regard for education) is used by power elites to silence the protesting voices of racial minorities and even disadvantaged Whites and to maintain the status quo in race and power relations. In education, the model minority thesis has always supported conservative agendas in school reform. Now it goes hand in hand with the meritocracy myth and promotes educational policy that emphasizes accountability, standards, competition, and individual choice, while trivializing social conditions of schooling and unequal educational opportunities facing different student groups. It is the responsibility of educators to deconstruct the “model minority” stereotype and any other stereotypes or myths prevailing in education discourse, and seriously challenge racism, class division, and other structural problems. Social justice and equality must become a guiding principle for school reform and educational policy. 相似文献
14.
Assurance of citizens’ social rights and minimization of social differences have been central tenets that have framed the educational policy of Finland and the other Nordic welfare states. Equality has been on the official agenda in educational politics and policies since the comprehensive school reforms of the 1960s and 1970s. However, the conceptualization of equality has fluctuated, reflecting the political climate in which the policy statements have been created. In this article, we analyse Finnish curricular documents concerning upper secondary education from the 1970s to the 2010s in order to find out how the aims of educational equality are presented. Drawing on different conceptualizations of equality and social justice, as well as feminist theorizations of intersectionality, we scrutinize how gendered, classed and ethnised patterns are emphasized, challenged or muted in documents. Through the longitudinal data of this study it is possible to analyse the growing impact of this neo-liberal educational restructuring into Finland, which has a reputation for equal education and excellent records in the Programme for International Student Assessment tests. Hence, we ask how the Finnish society as an imagined community is reflected in the documents of different decades. 相似文献
15.
教育公平是现代教育发展的基本诉求之一。但是,有关讨论并未意识到,不同教育公平观在基本原则上存在分歧,并且秉持不同原则的教育公平观对教育部门的设计、对教育与社会的关系定位都十分不同。为了澄清我们的教育公平理想,很有必要深入检讨其基本原则。为此,文章区分出基于平等原则的教育公平和基于多元正义原则的教育公平两个观念。随后,在批判分析的基础上,我们认为基于平等原则的教育公平观较难满足当前教育公平的核心诉求;由于多元正义原则与教育的个性化原则之间相互匹配,所以基于多元正义原则的教育公平观更为可取。 相似文献
16.
《Critical Studies in Education》2013,54(1):13-32
Abstract How does a self‐managing school meet the needs and aspirations of the most disenfranchised members of its community? What responsibilities should reside with the state and the education system in the quest for more equitable schooling outcomes? In the neo‐liberal state, responsibility for addressing educational disadvantage has largely been devolved to schools within centrally determined curriculum frameworks and accountability mechanisms. But there are disturbing signs that these new arrangements are not working in the interests of the most marginalised students and their families. This article explores the nexus between school‐based management and educational equality with particular reference to Indigenous students in a disadvantaged Australian school community. It reaffirms the need for well‐resourced and vibrant education bureaucracies as an integral component of a responsible approach to school‐based management. 相似文献
17.
Oscar Moltó Egea 《Technology, Pedagogy and Education》2014,23(2):267-283
This article explores a contemporary perspective of education that aims to radically re-construct schools through the integration of information and communication technologies (ICT). Through the analysis of key texts produced by the Organisation for Economic Co-operation and Development, leading ICT industries, and international educational researchers, the article looks at the apparently neutral and desirable regime of truth surrounding education, where concrete problems are created and certain solutions provided. The findings discuss how the integration of ICT in schools is embedded in a perspective of education based on: new modalities of soft government, the centrality of a self-regulated and entrepreneur learner, and the representation of schools as flexible, autonomous and non-hierarchical environments organised around non-standardised modalities of public ‘accountability’. 相似文献
18.
教育公平是处于变革中的中国所出现的比较强烈的社会诉求之一,也是教育理论研究的热点问题。文章试图分析教育公平理念及我国教育公平水平现状,据此提出实现教育均衡发展的根本路径和我国教育分配制度改革的方向,以期为提高我国教育公平发展水平尽微薄之力。 相似文献
19.
Christine Forde 《Cultural Studies of Science Education》2014,9(2):369-376
This article responds to Astrid Sinnes and Marianne Løken’s article ‘Gendered education in a gendered world: Looking beyond cosmetic solutions to the gender gap in science’ by exploring the idea of ‘gender-sensitive’ education and its usefulness in educational policy. It draws on theoretical discussions of the concept of gender and of difference to consider ways in which ‘gender-sensitive’ education might serve the task of promoting equality and justice. 相似文献
20.
教育公平是教育平等与教育效率和谐发展的理想状态 总被引：1，自引：0，他引：1
追求教育公平既是人类教育事业固有的理想设定,更是我国社会主义教育事业发展的旨归所在。在实现教育公平的过程中,正确地处理和把握好促进教育平等与提高教育效率之间的关系是至为重要的。促进教育平等是实现教育公平的先决条件,提高教育效率是实现教育公平的基本保证。只有两者并驾齐驱,和谐共进,才能达成教育公平的理想状态。 相似文献