Education Reform: A Critical and Post Structural Approach

TL;DR: In this article, the authors look into the place that Logo occupied within the institutional and organisational cultures of US and UK mainstream schools after its introduction in the early 1980s and discuss the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation at a time of conservative restoration.

TL;DR: In this paper, the authors present preliminary research evidence on the classroom practices of two South African science teachers currently implementing the new outcomes-based curriculum, and argue that the observed regularity with which teachers prefer not to exercise their decision-making autonomy, speaks of self-regulating, defensive teaching, a strategy to cope with this threat of intensification.

TL;DR: This paper explored teachers' perceptions towards their daily practice within the context of educational decentralization, a neglected area of research which needs to be further discussed and explored. And they used data gathered from seven schools in Guangdong Province, China as a case study to show that educational decentralisation in China not only results in teachers being deskilled because indirect control is still being maintained, but also provides a small number of teachers with a competitive working environment to reskill their pedagogical techniques and educational knowledge, and to...

TL;DR: It is suggested that policy rationalities focused on prediction, transparency and data provide the conditions of possibility for Artificial Intelligence to be integrated into, and intensify aspects of, what the authors term ‘computational education policy’.