Open AccessBook
Education Reform: A Critical and Post Structural Approach
Stephen J. Ball
- 01 Oct 1994
1.9K
TL;DR: In this paper, the authors present a critical analysis of educational reform in the UK and US, focusing on the following: education, majorism and the Curriculum of the Dead Education Policy, Power Relations and Teachers' Work Cost, Culture and Control - Self Management and Entrepreneurial Schooling "New Headship" - Schools Leadership, New Relationships and New Tensions Education Markets, Choice and Social Class: The Market as a Class Strategy in the United Kingdom and United States Competitive Schooling.
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Abstract: Post-Structuralism, Ethnography and the Critical Analysis of Educational Reform What is Policy? - Texts, Trajectories and Toolboxes Education, Majorism and the Curriculum of the Dead Education Policy, Power Relations and Teachers' Work Cost, Culture and Control - Self Management and Entrepreneurial Schooling "New Headship" - Schools Leadership, New Relationships and New Tensions Education Markets, Choice and Social Class: The Market as a Class Strategy in the UK and US Competitive Schooling:. Values, Ethics and Cultural Engineering.
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Citations
Globalization, Educational Targeting, and Stable Inequalities: A Comparative Analysis of Argentina, Brazil, and Chile
TL;DR: This article analyzed educational targeting in Argentina, Brazil and Chile from a sociological point of view and showed that a "logic of induction" has become the vehicle for anti-poverty education strategies meant to help targeted groups improve on their own.
Questions of (re)production and legitimation: A second screening of three films on teacher-student relations
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TL;DR: In this paper, the authors consider three Hollywood films that take, as their subject, a teacher-hero confronted with a 'problem' group of students and the rehabilitation of these students and resolution of their problems.
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Bewitched, bothered and bewildered: a policy analysis of the GNVQ assessment regime 1992-2000
TL;DR: The assessment regime for General National Vocational Qualifications (GNVQs) has been radical, influential and controversial as discussed by the authors, and the debates which have accompanied them illuminate the political and organizational struggles that characterize assessment policy in the United Kingdom.
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