Education Policy: Globalization, Citizenship and DemocracySAGE, 30/06/2004 - 326 páginas `Education policy is now a global matter and all the more complex for that. Mark Olssen, John Codd and Ann-Marie O'Neill do us an invaluable service in producing a carefully theorised guide to current issues and key concerns - this is an important, erudite and very practical book' - Stephen J Ball, Education Policy Research Unit, University of London `Given the global reach of neoliberal policies, we need cogent books that enable us to better understand the major effects such tendencies have. Education Policy is such a book. It is insightful and well written--and should be read by all of us who care deeply about what is happening in education in international contexts' - Michael W Apple, Author of 'Educating the "Right" Way and John Bascom Professor of Education University of Wisconsin, Madison `I really am taken with the book, the range and depth of analysis are truly impressive. This book is a magnum opus and everyone in the area should read it'- Hugh Lauder, University of Bath `In their insightful and comprehensive book on education policy Mark Olssen, John Codd and Anne-Marie O'Neill wrestle with the big questions of citizenship and democracy in an age of globalization. They argue that ducation policy in the 21st century is the key to security, sustainability and survival. The book, anchored in the poststructuralist perspective of Michel Foucault, traverses the whole territory of education policy not only methods and approaches of policy analysis and the dominant political perspectives that influence policy-classical liberalism, social democracy and neo-liberalism--but also those policy areas that require the closest scrutiny: markets, trust, professionalism, choice, diversity, and finally, community, citizenship and democracy. This is the new policy bible for educationalists - it is at once systematic, provocative and instructive' - Michael A Peters, Research Professor, University of Glasgow This book provides an international perspective on education policy, and of the role and function of education in the global economy. The authors present a Foucauldian perspective on the politics of liberal education, within a theoretical framework necessary for the critical analysis of education policy. The authors set out the analyses necessary for understanding the restructuring in education and social policy that has occurred in many countries affected by the resurgence of neo-liberal political theory. They examine education policy in relation to globalization, citizenship and democracy. The authors argue that globalization is an extension of neoliberalism and is destructive of the nation state, community and democracy. They show the importance of education in building strong democratic nation states and global communities based on cultural identity and inter-cultural awareness. This book is essential reading for students of education policy studies and social policy analysis. |
No interior do livro
Resultados 1-5 de 8
O conteúdo desta página está restrito.
O conteúdo desta página está restrito.
O conteúdo desta página está restrito.
O conteúdo desta página está restrito.
O conteúdo desta página está restrito.
Índice
Reading Education Policy in the Global Era | 1 |
Reading education policy | 2 |
Theories of globalization | 4 |
The nationstate in the new global order | 8 |
Globalization liberalism and neoliberalism | 11 |
The context for education policy | 15 |
The Poststructuralism of Foucault | 18 |
powerknowledge | 20 |
The doctrine of monetarism | 139 |
Austrian and Chicago economics | 142 |
Human Capital Theory | 146 |
Neoliberal Theories of Institutional Restructuring | 153 |
Agency Theory | 160 |
Transaction Cost Economics | 162 |
Libertarian political philosophy | 165 |
Foicaults analysis of neoliberalism | 167 |
Discourse | 22 |
Foucault and the state | 23 |
Governmentality | 24 |
Pastoral power | 26 |
Raison détat and Polizei | 27 |
Liberal reason | 28 |
Disciplinary power and biopower | 30 |
Textualism | 33 |
The postmodern turn | 34 |
The return of the political | 36 |
Critical Policy Analysis A Foucauldian Approach | 39 |
The influence of Nietzsche | 42 |
The objects of Foucauldian critique | 43 |
archaeology and genealogy | 45 |
Foucaults departure from structuralism | 49 |
Foucaults materialism | 52 |
Foucault and critical policy analysis | 53 |
Policy as Text and Policy as Discourse A Framework for Analysis | 59 |
Linguistic idealism in the interpretation of policy texts | 60 |
The sociolinguistics of Saussure | 64 |
Theories of discourse | 65 |
Foucault and the discourses of education | 66 |
Framework for discourse analysis | 67 |
Aims of discourse analysis | 69 |
Policy discourse and social structure | 71 |
Classical Liberalism | 73 |
Liberalisms common elements | 74 |
The individual and human nature | 75 |
The historical development of liberal discourse | 79 |
Property rights in Hobbes and Locke | 81 |
Liberalism as a dominant discourse | 85 |
Adam Smith | 88 |
Selfinterest | 90 |
The contradictions of liberalism | 93 |
Human nature and the possessive individualism thesis | 94 |
Hume and possessive individualism | 97 |
Liberalism individualism and education | 100 |
Social Democratic Liberalism | 110 |
The emergence of the welfare state in Britain | 115 |
Green and Hobhouse | 118 |
Twentiethcentury welfarism | 122 |
Keynesian welfare state consensus | 125 |
The historic compromise | 127 |
The development of the welfare state in New Zealand | 129 |
The Ascendancy of Neoliberalism | 134 |
Defining neoliberalism | 136 |
Neoliberalism as a mode of control | 171 |
Markets Professionalism Trust | 174 |
Educational restructuring in New Zealand | 175 |
Similarities and differences | 176 |
Markets and the state | 178 |
Markets and individual freedom | 179 |
Negative and positive liberty | 183 |
The deprofessionalization of education | 185 |
the case of higher education | 187 |
Reconstituting professional work | 189 |
The rebirth of managerialism | 190 |
The culture of distrust | 192 |
Trust and professional accountability | 194 |
Discourses of Choice Inequality and Social Diversity | 198 |
Choice in the 1990s | 199 |
Choice and the third way | 200 |
The rationale for school choice | 202 |
School choice and inequality | 204 |
The limits of choice | 205 |
Social selection and the third way | 208 |
Discourses of diversity and devolution | 210 |
The necessity of state control | 212 |
Contrary directions in the third way | 213 |
Democracy Citizenship and the Thin Community | 216 |
Rawls and his communitarian critics | 220 |
Communitarianism as the basis of social democracy | 228 |
Forms of communitarianism | 231 |
Towards a thin communitarianism | 232 |
Community liberty and justice | 235 |
Communitarianism and educational choice policies | 238 |
The arguments for public schooling restated | 240 |
Globalization Democracy and Education | 245 |
The failure of neoliberalism | 246 |
Rebirth of the welfare state | 249 |
Revising the globalization thesis | 253 |
Cosmopolitan democracy | 259 |
Democracy survival and international relations | 262 |
Democracy multiculturalism and justice | 264 |
Deepening democracy through education | 268 |
Deliberation | 271 |
Contestation | 272 |
educating the democratic capabilities | 273 |
282 | |
315 | |
Outras edições - Ver tudo
Education Policy: Globalization, Citizenship and Democracy Mark Olssen,John A Codd,Anne-Marie O'Neill Pré-visualização limitada - 2004 |
Education Policy: Globalization, Citizenship and Democracy Mark Olssen,John A Codd,Anne-Marie O'Neill Pré-visualização limitada - 2004 |
Education Policy: Globalization, Citizenship and Democracy Mark Olssen,John A Codd,Anne-Marie O′Neill Pré-visualização limitada - 2004 |