为公共利益而电子学习?加拿大安大略省在线教育的政策轨迹

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Educational Policy Pub Date : 2024-08-03 DOI:10.1177/08959048241267953
Beyhan Farhadi, Sue Winton
{"title":"为公共利益而电子学习?加拿大安大略省在线教育的政策轨迹","authors":"Beyhan Farhadi, Sue Winton","doi":"10.1177/08959048241267953","DOIUrl":null,"url":null,"abstract":"Our critical historiography of e-learning policy in Ontario, Canada, traces the policy’s trajectory through three settlements (2006-2022) and shows how successive governments have mobilized neoliberal discourses of personalization, access, and choice to justify new arrangements with private actors, within a broader sociopolitical context that includes increased privatization and commodification of public institutions, cuts to public spending, and imagines individuals as rational subjects driven to maximize their economic potential. This context exacerbates challenges students marginalized by schooling already face. Findings from our critical discourse analyses of government documents and news media reports also demonstrate that online learning in Ontario is neither personalized nor customizable but instead is centralized, standardized and, by design, operates independent of rather than interdependent with community. Further, our findings highlight the interdependence of schools – online and in-person – with social processes that create and perpetuate inequality, including gendered and racialized poverty, locally and abroad.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"E-Learning for the Public Good? The Policy Trajectory of Online Education in Ontario, Canada\",\"authors\":\"Beyhan Farhadi, Sue Winton\",\"doi\":\"10.1177/08959048241267953\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Our critical historiography of e-learning policy in Ontario, Canada, traces the policy’s trajectory through three settlements (2006-2022) and shows how successive governments have mobilized neoliberal discourses of personalization, access, and choice to justify new arrangements with private actors, within a broader sociopolitical context that includes increased privatization and commodification of public institutions, cuts to public spending, and imagines individuals as rational subjects driven to maximize their economic potential. This context exacerbates challenges students marginalized by schooling already face. Findings from our critical discourse analyses of government documents and news media reports also demonstrate that online learning in Ontario is neither personalized nor customizable but instead is centralized, standardized and, by design, operates independent of rather than interdependent with community. Further, our findings highlight the interdependence of schools – online and in-person – with social processes that create and perpetuate inequality, including gendered and racialized poverty, locally and abroad.\",\"PeriodicalId\":47728,\"journal\":{\"name\":\"Educational Policy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-08-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Policy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/08959048241267953\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Policy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/08959048241267953","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

我们对加拿大安大略省的电子学习政策进行了批判性的历史研究,追溯了该政策历经三个阶段(2006-2022 年)的发展轨迹,并展示了历届政府是如何在更广泛的社会政治背景下,调动新自由主义关于个性化、获取和选择的论述,为与私人行为者之间的新安排进行辩护的,这一背景包括公共机构私有化和商品化的加剧、公共开支的削减,以及将个人想象成受最大化其经济潜力驱动的理性主体。这种背景加剧了被学校教育边缘化的学生已经面临的挑战。我们对政府文件和新闻媒体报道的批判性话语分析结果还表明,安大略省的在线学习既不是个性化的,也不是可定制的,而是集中化的、标准化的,其运作设计独立于社区,而不是与社区相互依存。此外,我们的研究结果还强调了学校--在线和现场--与社会进程之间的相互依存关系,这些社会进程造成并延续了不平等,包括本地和国外的性别化和种族化贫困。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
E-Learning for the Public Good? The Policy Trajectory of Online Education in Ontario, Canada
Our critical historiography of e-learning policy in Ontario, Canada, traces the policy’s trajectory through three settlements (2006-2022) and shows how successive governments have mobilized neoliberal discourses of personalization, access, and choice to justify new arrangements with private actors, within a broader sociopolitical context that includes increased privatization and commodification of public institutions, cuts to public spending, and imagines individuals as rational subjects driven to maximize their economic potential. This context exacerbates challenges students marginalized by schooling already face. Findings from our critical discourse analyses of government documents and news media reports also demonstrate that online learning in Ontario is neither personalized nor customizable but instead is centralized, standardized and, by design, operates independent of rather than interdependent with community. Further, our findings highlight the interdependence of schools – online and in-person – with social processes that create and perpetuate inequality, including gendered and racialized poverty, locally and abroad.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Policy
Educational Policy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
11.10%
发文量
42
期刊介绍: Educational Policy provides an interdisciplinary forum for improving education in primary and secondary schools, as well as in high education and non school settings. Educational Policy blends the best of educational research with the world of practice, making it valuable resource for educators, policy makers, administrators, researchers, teachers, and graduate students. Educational Policy is concerned with the practical consequences of policy decisions and alternatives. It examines the relationship between educational policy and educational practice, and sheds new light on important debates and controversies within the field. You"ll find that Educational Policy is an insightful compilation of ideas, strategies, and analyses for improving our educational systems.
期刊最新文献
Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina Educational Policy: Analysis, Action, and Advocacy Across Contexts The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations Associations Between Administrative Burden and Children’s ECE Stability During the Covid-19 Pandemic Educational Philanthropy’s “Racial Reckoning” in the Wake of 2020: Understanding Grantmakers’ Responses to Racialized Crises
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1