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《Critical Studies in Education》2013,54(3):315-331
The paper reports on an empirical study based on qualitative interviews with staff from four Australian universities. These universities are shown to be undergoing significant social change as processes of marketisation impact on the everyday practices of academic workers. The universities are analysed as sites of contestation between the new professional managers and the established academic profession over the control of the conditions of work, the production of expert knowledge and the worksite itself. The theory of academic capitalism is examined, and the relevance of Bourdieu’s work for the analysis of a university sector in a context of marketisation is assessed. Bourdieu’s interlinked concepts of capital, habitus and the field are employed to investigate the nature of the contestation, revealing a dynamic process in which academics innovatively respond to threats to reduce their autonomy, to increased levels of surveillance and other constraints on practice. In addition, the study illustrates the processes through which actors within the sector, through acts of both conformity and resistance, contribute collectively to the growth of academic capitalism in the neoliberal university. 相似文献
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政府在教育治理中扮演的两个角色 总被引：1，自引：0，他引：1
市场与国家都是一种空间表象与结构模式,市场与国家在提供与生产学校教育上都有各自的缺陷.学校教育市场化改革的本质在于解决基础教育资源需求与优质教育资源需求间的冲突,但是它无法调解公平与效率的冲突.政府需要在冲突中做出治理结构上的调整,以调和冲突;但是它既需要官僚制又需要教育市场化改革,它既需要扮演掌舵者,又需要扮演划桨者两种角色. 相似文献
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Christopher Lubienski 《牛津教育评论》2013,39(4):498-513
The American experiment with charter schools advanced on dual impulses of increasing opportunities for disadvantaged students and unleashing market competition. While critics see these independently managed schools as a form of privatisation, proponents contend that they are public schools because of funding and accountability arrangements and potential benefits, and believe that the economic logic around these schools will produce equitable educational opportunities. This analysis considers how charters are or are not instances of privatisation in education, showing that the marketised environment they are intended to nurture serves as a route for profit-seeking strategies. In reviewing the research on charter school organisational behaviour and outcomes in marketised environments, I find evidence of de facto privatisation in function if not in form. As charter schools often act like profit-seeking entities, but fail to achieve expected academic and equity outcomes, the concluding discussion considers how these schools are placed between conflicting goals, and serve as entry points for private organisations seeking to penetrate the publicly funded education sector. I conclude that perhaps their most important role is in serving as a vehicle for privatising public policy—diminishing the public while enhancing the position and influence of private interests and organisations in education policymaking. 相似文献
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How education systems operate in divided societies is an increasingly important question for academics and educational practitioners as well as for governments. The question is particularly pertinent in post‐conflict societies, where education is a key mechanism for resolving conflict between divided communities. Using Northern Ireland as a case study, this article sheds new light on the role of education in conflict resolution by examining the long‐term impact of segregated and integrated education on attitudes towards community relations and levels of contact between the Protestant and Catholic communities. The results suggest that individuals who had attended an integrated school are significantly more likely to have friends and neighbours from across the religious divide and that these friendship networks translate into a more optimistic view of future community relations. This is not the case, however, when kinship networks are considered. The evidence from Northern Ireland suggests that the education system can be a source of both conflict and cohesion depending on the nature of the school system as well as the particular source of division to be addressed. 相似文献
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Meghan Stacey 《Teachers and Teaching》2013,19(4):404-417
ABSTRACTThis article presents evidence from across the segregated secondary school system in NSW, Australia, through the close analysis of three cases of teachers’ work in contrasting schooling contexts. Through this comparative approach, the relationship between school context and the work of the early career teacher is foregrounded, troubling views of teaching as reflecting a certain kind of life cycle in which early career teachers in particular are seen to be subject to pressures such as stress and burnout. In contrast, I argue that specificities of context, exacerbated by a market-based policy approach which has driven greater levels of differentiation between schools, have particular consequences for teachers, both in the nature and scale of the challenges with which they are faced. In demonstrating how teachers’ work is affected by context, I also speak back against recent, often ill-defined discourses of ‘classroom readiness’ and ‘teacher quality’, which emphasise the roles of teachers and teacher educators rather the systems within which they work. 相似文献
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R. Maithreyi 《比较教育学》2018,54(3):352-369
This paper examines the shifting relations between the family and the state in Indian education policy. It charts how family resources, responsibility, and participation have been variously called upon by the state across three historical conjunctures of education reform: the decades of post-independence planning for school expansion and nation-building after 1947; the global development era of economic liberalisation and decentralisation in the 1990s and early 2000s; and the present turn to a rights-based approach in the context of intensified educational marketisation, as marked by the 2009 Right to Education Act (RTE). Across these periods, we identify an enduring paternalism of welfare governance alongside strategies for devolving state responsibility in matters of school education. The analysis situates the conditions of family responsibility for education under the contemporary RTE, in which parents are expected to be ‘morally’ compelled to meet the state's education goals. Through this analysis, we bring to the fore the politics of family governance in education policy, a politics that is largely overlooked by, despite being central to, research on education and international development. 相似文献
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Jemma Helen Oeppen Hill 《Journal of Marketing for HIGHER EDUCATION》2020,30(1):87-104
ABSTRACT This article utilises rhetorical analysis as a method to investigate course level marketing communications for undergraduate fashion marketing degrees in England. The purpose of this method is to explore the persuasive appeals of Aristotle’s triad of logos, ethos and pathos, how they are used and how these appeals could differ by university type. Sixteen course pages were analysed, with the analysis of course web pages shows a clear distinction between ‘types’ of university, with Post 92 institutions relying heavily on appeals to emotion (pathos) and giving more focus to ‘value for money’ that would be a concern to their students. Russell Group and Specialist universities rely more on appeals to ethos (credibility) and logos (fact/data) to market their courses. This research finds evidence of market segmentation, demonstrated through the different use of persuasive appeals to express the course focus, and giving insight to their target audience. 相似文献
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Robert Troschitz 《History of education》2018,47(5):684-701
While the history of British higher education is not an unexplored field, this article offers a new perspective by focusing on the development of institutional self-representations. Based on the analysis of 133 undergraduate prospectuses of English and Welsh higher education institutions, the article investigates how higher education and the depiction of it have changed over the last 80 years. By concentrating specifically on what the prospectuses communicated concerning the purpose of higher education, the student experience and the power relations that structure higher education, it is shown how fundamentally the nature and understanding of higher education have altered over time and how much the institutions of higher education themselves contributed to these changes. 相似文献
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Dorothy V. Smith 《Journal of educational administration and history》2011,43(1):25-41
This article explores a significant shift in the science curriculum in Victoria, Australia, in the mid‐1990s by using the idea of essentialism to compare two science curriculum documents that span the shift. The accounts given in these documents of desirable approaches to teaching science, science itself and the proper scope of curriculum, are compared to show that the document written in the mid‐1990s is open to a more essentialist reading than its predecessor. I argue that the market‐driven approach to education frames each learner as a neo‐liberal individual separated from society; consequently, it leaves ideas of community largely unexamined and unsupported. As a result, important curriculum and policy debates are short‐circuited and essentialist explanations for commonality become easier to accept. I describe this as new de facto essentialism, in that it arises from an insistence on individuality that denies the agency of society, rather than a consideration of positive evidence. Finally, I briefly examine the shaping paper for science in the first Australian National Curriculum for potential to avoid essentialist readings. 相似文献