Pub Date : 2024-09-03DOI: 10.1177/14782103241280572
Jamal A Hussain
This study delves into the firsthand experiences of educators within private Arab schools in Israel in response to the escalating trends of privatization. Through conducting semi-structured interviews with 10 principals and educators from private institutions, a phenomenological approach was employed to uncover their perspectives on achievements and neoliberal challenges encountered in their educational roles. The findings elucidate a nuanced interplay of factors propelling the privatization process, including the demand for quality education, the cultivation of identity, and discontentment with public schooling systems. Participants highlighted the advantages offered by the flexibility and resources available in private educational settings. Nonetheless, concerns surfaced regarding issues of equitable access, regulatory oversight, workload demands, and clashes with the Ministry of Education’s privatization policies. Educators articulated both the benefits and risks associated with the privatization of schools. The study advocates for the implementation of standardized oversight mechanisms, specialized training to uphold principles of equity, fostering public–private partnerships, and the necessity for further research to shape practical policy that align privatization with educational excellence and equal opportunities. Insights gleaned from educational leaders navigating the complexities of privatization serve as a compass for devising strategies aimed at enhancing Arab schooling through evidence-based reforms.
{"title":"Fostering educational excellence and addressing neoliberal challenges: Perspectives from principals and educators in Arab private schools in Israel","authors":"Jamal A Hussain","doi":"10.1177/14782103241280572","DOIUrl":"https://doi.org/10.1177/14782103241280572","url":null,"abstract":"This study delves into the firsthand experiences of educators within private Arab schools in Israel in response to the escalating trends of privatization. Through conducting semi-structured interviews with 10 principals and educators from private institutions, a phenomenological approach was employed to uncover their perspectives on achievements and neoliberal challenges encountered in their educational roles. The findings elucidate a nuanced interplay of factors propelling the privatization process, including the demand for quality education, the cultivation of identity, and discontentment with public schooling systems. Participants highlighted the advantages offered by the flexibility and resources available in private educational settings. Nonetheless, concerns surfaced regarding issues of equitable access, regulatory oversight, workload demands, and clashes with the Ministry of Education’s privatization policies. Educators articulated both the benefits and risks associated with the privatization of schools. The study advocates for the implementation of standardized oversight mechanisms, specialized training to uphold principles of equity, fostering public–private partnerships, and the necessity for further research to shape practical policy that align privatization with educational excellence and equal opportunities. Insights gleaned from educational leaders navigating the complexities of privatization serve as a compass for devising strategies aimed at enhancing Arab schooling through evidence-based reforms.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-03DOI: 10.1177/14782103241278162
Addey Camilla
How did a network of passionate academics with limited funding but big, comparative, education research ideas lead to an international assessment market? This paper explores the interests, capitals, and power dynamics embedded in the International Large-Scale Assessment (ILSA) market through a network ethnography to understand how the market emerged and what drives actors despite the lack of direct profit. This paper constructs an interdisciplinary framework combining sociological and business studies to analyse qualitative data on OECD and IEA ILSAs. Highlighting the role of social-cultural-economic capitals and business expanding processes, the paper describes an ILSA market that was and remains a non-competitive, desirable, and exclusive market that is impenetrable to outside actors. The paper concludes by asking how the ILSA market contributes to education as a common good.
{"title":"The International Large-Scale Assessment market: Understanding its emergence and rationales","authors":"Addey Camilla","doi":"10.1177/14782103241278162","DOIUrl":"https://doi.org/10.1177/14782103241278162","url":null,"abstract":"How did a network of passionate academics with limited funding but big, comparative, education research ideas lead to an international assessment market? This paper explores the interests, capitals, and power dynamics embedded in the International Large-Scale Assessment (ILSA) market through a network ethnography to understand how the market emerged and what drives actors despite the lack of direct profit. This paper constructs an interdisciplinary framework combining sociological and business studies to analyse qualitative data on OECD and IEA ILSAs. Highlighting the role of social-cultural-economic capitals and business expanding processes, the paper describes an ILSA market that was and remains a non-competitive, desirable, and exclusive market that is impenetrable to outside actors. The paper concludes by asking how the ILSA market contributes to education as a common good.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-03DOI: 10.1177/14782103241279582
Jonathan Glazzard, Adam Tate
Recent policy developments in England, particularly since 2021, have resulted in increased regulation and marketisation of Initial Teacher Training (ITT)/Initial Teacher Education (ITE). Although the origins of these developments go back much further than 2021, the current context in which ITE operates in England is, arguably, both challenging and unstable. Since 2010, the Government has increased the involvement of schools in ITE, creating an unstable climate for those who work in ITE in universities, through the School Direct initiative. School-Centred Initial teacher Training (SCITT) routes also precede this. The involvement of schools in ITE in England has extended to schools taking a leading role in the recruitment, selection and training of teachers and these developments have also, in some quarters, resulted in an anti-intellectual, anti-theoretical and anti-university discourse, which has been damaging to universities. This paper argues that current policy developments in ITE are reductionist and technicist and makes a case for the role of universities in ITE.
{"title":"Reclaiming Initial Teacher Education in universities: Moving beyond a technicist model","authors":"Jonathan Glazzard, Adam Tate","doi":"10.1177/14782103241279582","DOIUrl":"https://doi.org/10.1177/14782103241279582","url":null,"abstract":"Recent policy developments in England, particularly since 2021, have resulted in increased regulation and marketisation of Initial Teacher Training (ITT)/Initial Teacher Education (ITE). Although the origins of these developments go back much further than 2021, the current context in which ITE operates in England is, arguably, both challenging and unstable. Since 2010, the Government has increased the involvement of schools in ITE, creating an unstable climate for those who work in ITE in universities, through the School Direct initiative. School-Centred Initial teacher Training (SCITT) routes also precede this. The involvement of schools in ITE in England has extended to schools taking a leading role in the recruitment, selection and training of teachers and these developments have also, in some quarters, resulted in an anti-intellectual, anti-theoretical and anti-university discourse, which has been damaging to universities. This paper argues that current policy developments in ITE are reductionist and technicist and makes a case for the role of universities in ITE.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-31DOI: 10.1177/14782103241280568
Anne B Reinertsen
Digitalization needs to be storied for me to become critical of and creative with its functionings. In today’s algorithmic condition, knowledge production and learning are complex posthuman entanglements: the human as materially affective has become fabricated hybrids of organism and machine. Storying is seen as simultaneous processes of fictionalizing and functionalizing hence enabling celebrations of alterations and of irreducible plural logics possibilizing nonlinear material arrangements of concepts creating alliances between the environment, technology and the social. Storying thus making trajectories and becomings present in the other rendering their mutual presence perceptible, asking if we can talk about what to become – together? Storying on the premises of the child and me, that is, highlighting the subject position instead of that of technology. It implies a view of technology that should serve humanity and being oriented toward life-affirming, human-centric goals. Always asking about what we want, and do we want it? And what is it that we currently do not seem to understand? In the posthuman project, humans as affective are significant and I suggest a view of algorithms as heliotropic designed as life engendering tools only. Ignoring the affective dimension of becoming, digitalized environments give way to an ethical and conceptual vacuum, wherein education risk being sacrificed at the altar of technology and development. The primary task for the digital spacemakers/makerspace is thus being to train the imagination through teaching critical and creative encounters affirming intradisciplinary perspectivists ethos. Makerspace/spacemaking first and foremost being an onto-epistemological endeavour pointing paradoxically towards the importance of the teacher. The child being the knower however, the teacher has sadly been trained not to. I address the need for studies approaching digitalization by way of affects and storying: the child seen as a metaphysical political being, as knowing and knowers of affect. Therefore, I meander through some complex ideas and discuss data as bioinformatical practices of data simultaneously situated and fictional. Instead of speaking about evidence-based teaching, research, analysis, and results, I speak of something imperceptible and inclusive that collectivizes digital freedom as processes of subjective becomings, teaching towards moments of non-governance.
{"title":"Makers across computers and heliotropic algorithms and can we talk about what to become?","authors":"Anne B Reinertsen","doi":"10.1177/14782103241280568","DOIUrl":"https://doi.org/10.1177/14782103241280568","url":null,"abstract":"Digitalization needs to be storied for me to become critical of and creative with its functionings. In today’s algorithmic condition, knowledge production and learning are complex posthuman entanglements: the human as materially affective has become fabricated hybrids of organism and machine. Storying is seen as simultaneous processes of fictionalizing and functionalizing hence enabling celebrations of alterations and of irreducible plural logics possibilizing nonlinear material arrangements of concepts creating alliances between the environment, technology and the social. Storying thus making trajectories and becomings present in the other rendering their mutual presence perceptible, asking if we can talk about what to become – together? Storying on the premises of the child and me, that is, highlighting the subject position instead of that of technology. It implies a view of technology that should serve humanity and being oriented toward life-affirming, human-centric goals. Always asking about what we want, and do we want it? And what is it that we currently do not seem to understand? In the posthuman project, humans as affective are significant and I suggest a view of algorithms as heliotropic designed as life engendering tools only. Ignoring the affective dimension of becoming, digitalized environments give way to an ethical and conceptual vacuum, wherein education risk being sacrificed at the altar of technology and development. The primary task for the digital spacemakers/makerspace is thus being to train the imagination through teaching critical and creative encounters affirming intradisciplinary perspectivists ethos. Makerspace/spacemaking first and foremost being an onto-epistemological endeavour pointing paradoxically towards the importance of the teacher. The child being the knower however, the teacher has sadly been trained not to. I address the need for studies approaching digitalization by way of affects and storying: the child seen as a metaphysical political being, as knowing and knowers of affect. Therefore, I meander through some complex ideas and discuss data as bioinformatical practices of data simultaneously situated and fictional. Instead of speaking about evidence-based teaching, research, analysis, and results, I speak of something imperceptible and inclusive that collectivizes digital freedom as processes of subjective becomings, teaching towards moments of non-governance.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1177/14782103241278560
Rafael Miranda-Molina, Daniel Leyton
Global scholarly narratives have identified a strong influence of anti-racist, anti-discrimination, and gender equality movements and discourses on affirmative actions in higher education in different national contexts. While empirically valid for various cases, this portrait overlooks affirmative actions’ problematic entanglements with other conflictive rationalities and political projects. This article focused on the discursive formation of the affirmative action policy in Chile within a hegemonic context of meritocratic and neoliberal ideologies in higher education arrangements. It delves into a case that has been scarcely considered within the progressive narratives framing affirmative actions in higher education globally. Based on 61 policy documents and 16 interviews with key policy actors as part of a broader critical policy ethnography, we uncover three crucial contradictory and yet articulated discursive lines constituting this policy—higher education as a social right, recovery of public education, and deficit alongside key ideological policy technologies: situated meritocracy, improvement, and leveling. These discursive formations were associated with significant struggles and intertwinement with neoliberal higher education and reorientations at the State level. This work contributes to a more nuanced understanding of the discursive porosity and multiplicity of affirmative actions in higher education as they are assembled by social justice and exclusionary logics and participate in broader discursive struggles, ideologies, and contradictory state projects.
{"title":"The discursive formation of the affirmative action policy in Chile: Right to higher education, public education, and deficit","authors":"Rafael Miranda-Molina, Daniel Leyton","doi":"10.1177/14782103241278560","DOIUrl":"https://doi.org/10.1177/14782103241278560","url":null,"abstract":"Global scholarly narratives have identified a strong influence of anti-racist, anti-discrimination, and gender equality movements and discourses on affirmative actions in higher education in different national contexts. While empirically valid for various cases, this portrait overlooks affirmative actions’ problematic entanglements with other conflictive rationalities and political projects. This article focused on the discursive formation of the affirmative action policy in Chile within a hegemonic context of meritocratic and neoliberal ideologies in higher education arrangements. It delves into a case that has been scarcely considered within the progressive narratives framing affirmative actions in higher education globally. Based on 61 policy documents and 16 interviews with key policy actors as part of a broader critical policy ethnography, we uncover three crucial contradictory and yet articulated discursive lines constituting this policy—higher education as a social right, recovery of public education, and deficit alongside key ideological policy technologies: situated meritocracy, improvement, and leveling. These discursive formations were associated with significant struggles and intertwinement with neoliberal higher education and reorientations at the State level. This work contributes to a more nuanced understanding of the discursive porosity and multiplicity of affirmative actions in higher education as they are assembled by social justice and exclusionary logics and participate in broader discursive struggles, ideologies, and contradictory state projects.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/14782103241278810
María José Latorre Medina
The purpose of this study is to evaluate the scientific production and performance of the concept ‘challenging schools’ from 2000 to today through a bibliometric analysis complemented by scientific mapping. The study resorted to different processes to quantify, analyse, evaluate, and estimate the scientific output by means of specific software such as SciMAT, Analyze Results, and Creation Citation Report. The concept was run through 88 scientific publications dating from 2000 to 2022 extracted from the Web of Science (WoS) citation database. The findings suggest that the evolution of the study of the schools facing challenging circumstances is constant and continuous and has followed a stable trend. The results also reflect the related themes that are of greatest scientific interest throughout each of the decades, climate being relevant in each of the periods. Furthermore, the study reveals the thematic evolution, the birth of new motor themes, as well as others lacking in depth analyses that merit further exhaustive investigation. This study thus paves the way for future research on the subject.
{"title":"What is the interest in research on challenging schools? A literature review with scientific mapping","authors":"María José Latorre Medina","doi":"10.1177/14782103241278810","DOIUrl":"https://doi.org/10.1177/14782103241278810","url":null,"abstract":"The purpose of this study is to evaluate the scientific production and performance of the concept ‘challenging schools’ from 2000 to today through a bibliometric analysis complemented by scientific mapping. The study resorted to different processes to quantify, analyse, evaluate, and estimate the scientific output by means of specific software such as SciMAT, Analyze Results, and Creation Citation Report. The concept was run through 88 scientific publications dating from 2000 to 2022 extracted from the Web of Science (WoS) citation database. The findings suggest that the evolution of the study of the schools facing challenging circumstances is constant and continuous and has followed a stable trend. The results also reflect the related themes that are of greatest scientific interest throughout each of the decades, climate being relevant in each of the periods. Furthermore, the study reveals the thematic evolution, the birth of new motor themes, as well as others lacking in depth analyses that merit further exhaustive investigation. This study thus paves the way for future research on the subject.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1177/14782103241260902
Dave Edyburn
The article by Guy Boysen provides an evidence-based review of sound foundational works in the field of universal design for learning (UDL). As the field of UDL continues to evolve, his work is timely and important. The questions he raises about the foundational research base supporting UDL illustrate the significance of scientific scrutiny about how research is translated into educational policy. Reading the author’s article, I realized that I had first-hand information about one aspect of the critique concerning how the initial UDL research based was identified. The purpose of this article is to provide a historical footnote that may assist the profession in analyzing the UDL evidence base and its connection to educational policy.
{"title":"Research or policy – which lever pushes practice faster? A universal design for learning historical footnote: A response to Guy Boysen","authors":"Dave Edyburn","doi":"10.1177/14782103241260902","DOIUrl":"https://doi.org/10.1177/14782103241260902","url":null,"abstract":"The article by Guy Boysen provides an evidence-based review of sound foundational works in the field of universal design for learning (UDL). As the field of UDL continues to evolve, his work is timely and important. The questions he raises about the foundational research base supporting UDL illustrate the significance of scientific scrutiny about how research is translated into educational policy. Reading the author’s article, I realized that I had first-hand information about one aspect of the critique concerning how the initial UDL research based was identified. The purpose of this article is to provide a historical footnote that may assist the profession in analyzing the UDL evidence base and its connection to educational policy.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/14782103241266906
Bich-Phuong Thi Nguyen, Marek Tesar
Commitment and efficiency of teachers are supposed to closely link with the perception of their own identity, which determine their working motivation and job satisfaction. The past few years have seen many teachers, particularly those in less developing regions, leaving their profession due to low pay regardless of affluent nations, such as the United States and the United Kingdom, or developing countries like Vietnam. In fact, the problem could only be addressed when the root cause is revealed. Using the narrative inquiry approach with semi-structured interviews and researchers’ voice on eight English teachers, this study positions and examines the identity of rural language teachers in various intertwined interactions at personal and societal discourses. Research results unveiled the dominance of external factors in shaping and shifting teacher identity, including students, policies, school leadership and socio-cultural systems. Also, personal identity was more likely to be suppressed while professional identity was vaguely expressed. A comprehensive understanding of teacher identity would give policymakers and teacher educators some justification to revisit current policies and teacher training programs by taking into account individual identities, experiences, and concerns of rural teachers.
{"title":"Teacher identity ambiguity and where to find it? A narrative inquiry of ELT teachers in rural areas","authors":"Bich-Phuong Thi Nguyen, Marek Tesar","doi":"10.1177/14782103241266906","DOIUrl":"https://doi.org/10.1177/14782103241266906","url":null,"abstract":"Commitment and efficiency of teachers are supposed to closely link with the perception of their own identity, which determine their working motivation and job satisfaction. The past few years have seen many teachers, particularly those in less developing regions, leaving their profession due to low pay regardless of affluent nations, such as the United States and the United Kingdom, or developing countries like Vietnam. In fact, the problem could only be addressed when the root cause is revealed. Using the narrative inquiry approach with semi-structured interviews and researchers’ voice on eight English teachers, this study positions and examines the identity of rural language teachers in various intertwined interactions at personal and societal discourses. Research results unveiled the dominance of external factors in shaping and shifting teacher identity, including students, policies, school leadership and socio-cultural systems. Also, personal identity was more likely to be suppressed while professional identity was vaguely expressed. A comprehensive understanding of teacher identity would give policymakers and teacher educators some justification to revisit current policies and teacher training programs by taking into account individual identities, experiences, and concerns of rural teachers.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-24DOI: 10.1177/14782103241256723
Susan Teather, Wendy Hillman
Australian society is teetering on the brink of anarchy under the threat of rapidly rising youth crime. Statistics showing offences committed by children aged 10 to 17 has risen by 18.2% since 2022. Research indicates that these figures are directly affected by educational outcomes impacted by disability and disengagement at school. Australian education in the 21st century continues to operate as an institutionalised industrial mechanism of neoliberalism losing the ability to perceive the individual in its process. Leaving students with disability on the fringes of education results in disengagement, and exclusion and what is now beginning to be seen as a common pattern emerging in youth crime. Since 2010, the My School neoliberalism of education has transformed Australian students into commodities to produce a prosperous government economy. Students reduced to Human Capital. Schools are now placed as if on the stock market of My School league tables. They are regulated in the market and commodified through the National Assessment Program – Literacy and Numeracy (NAPLAN), standardised testing. The study used a mixed methodology to explore the faulty commodity in the state education system in Australia – the ‘invisible’ students with disabilities. How this may have impacted the increasing youth crime figures and future outcomes re also examined. In addition to the social contract of legislation, the Queensland Education Act (2006), pledges that all students receive ‘a high-quality education to maximise educational potential’ ( Queensland Parliamentary Council, 2015 : 24) is failing disadvantaged students and society. How schools educate students within a veiled system that continues to hide and remove the unwanted product, the students with disabilities from the marketplace of My School is also investigated. The action of Capitalism sustained in education through the hidden curriculum of NAPLAN is also examined.
{"title":"Youth crime and the faulty commodity in education: Students with disabilities invisible in the neoliberalism of Australian education","authors":"Susan Teather, Wendy Hillman","doi":"10.1177/14782103241256723","DOIUrl":"https://doi.org/10.1177/14782103241256723","url":null,"abstract":"Australian society is teetering on the brink of anarchy under the threat of rapidly rising youth crime. Statistics showing offences committed by children aged 10 to 17 has risen by 18.2% since 2022. Research indicates that these figures are directly affected by educational outcomes impacted by disability and disengagement at school. Australian education in the 21st century continues to operate as an institutionalised industrial mechanism of neoliberalism losing the ability to perceive the individual in its process. Leaving students with disability on the fringes of education results in disengagement, and exclusion and what is now beginning to be seen as a common pattern emerging in youth crime. Since 2010, the My School neoliberalism of education has transformed Australian students into commodities to produce a prosperous government economy. Students reduced to Human Capital. Schools are now placed as if on the stock market of My School league tables. They are regulated in the market and commodified through the National Assessment Program – Literacy and Numeracy (NAPLAN), standardised testing. The study used a mixed methodology to explore the faulty commodity in the state education system in Australia – the ‘invisible’ students with disabilities. How this may have impacted the increasing youth crime figures and future outcomes re also examined. In addition to the social contract of legislation, the Queensland Education Act (2006), pledges that all students receive ‘a high-quality education to maximise educational potential’ ( Queensland Parliamentary Council, 2015 : 24) is failing disadvantaged students and society. How schools educate students within a veiled system that continues to hide and remove the unwanted product, the students with disabilities from the marketplace of My School is also investigated. The action of Capitalism sustained in education through the hidden curriculum of NAPLAN is also examined.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-10DOI: 10.1177/14782103241257281
Alison Murphy, Louisa Roberts, Jane Williams, S. Chicken, Jennifer Clement, Jane Waters-Davies, Jacky Tyrie
This paper presents the findings from the initial stage of an Economic and Social Research Council (ESRC) funded project which examines the pedagogic practices that embed young children’s participative rights in lower primary classrooms in Wales. An evaluation of relevant legislation and policy in Wales from 2000 to 2022 was undertaken to explicate the positioning of teachers and their responsibilities regarding children’s participative rights. Data analysis detailed here sets out the legislative and statutory context within which teachers work, as well as the curricular and pedagogic framework which steers classroom activity. The Welsh Government has, for two decades, been explicitly sympathetic to embedding children’s rights in policy development, yet there is limited research evidencing the changes in educational curricula and practice. The gap between policy intention and implementation is not unique to Wales and therefore of universal interest. We report that although there is evidence of the increased inclusion of children’s participative rights in more recent legislation and policy, the move to education about, through and for human rights is only significantly pronounced in recent reforms such as the Curriculum and Assessment (Wales) Act 2021. We advocate that the commitment to human rights education made in the Curriculum for Wales is perpetuated and ongoing critical appraisal of legislation and policy is needed, alongside further research to understand how that commitment is being interpreted in Welsh education settings.
{"title":"Participative rights in Welsh primary schools: Unpicking the policy rhetoric","authors":"Alison Murphy, Louisa Roberts, Jane Williams, S. Chicken, Jennifer Clement, Jane Waters-Davies, Jacky Tyrie","doi":"10.1177/14782103241257281","DOIUrl":"https://doi.org/10.1177/14782103241257281","url":null,"abstract":"This paper presents the findings from the initial stage of an Economic and Social Research Council (ESRC) funded project which examines the pedagogic practices that embed young children’s participative rights in lower primary classrooms in Wales. An evaluation of relevant legislation and policy in Wales from 2000 to 2022 was undertaken to explicate the positioning of teachers and their responsibilities regarding children’s participative rights. Data analysis detailed here sets out the legislative and statutory context within which teachers work, as well as the curricular and pedagogic framework which steers classroom activity. The Welsh Government has, for two decades, been explicitly sympathetic to embedding children’s rights in policy development, yet there is limited research evidencing the changes in educational curricula and practice. The gap between policy intention and implementation is not unique to Wales and therefore of universal interest. We report that although there is evidence of the increased inclusion of children’s participative rights in more recent legislation and policy, the move to education about, through and for human rights is only significantly pronounced in recent reforms such as the Curriculum and Assessment (Wales) Act 2021. We advocate that the commitment to human rights education made in the Curriculum for Wales is perpetuated and ongoing critical appraisal of legislation and policy is needed, alongside further research to understand how that commitment is being interpreted in Welsh education settings.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141362951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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