By Richard Smith
Education Policy sees 12 philosophers of schooling critique present and up to date united kingdom academic guidelines in terms of larger schooling and faith-based schooling, evaluation, the instructing of analyzing, vocational and civic schooling, instructor schooling, the effect of Europe and the assumption of the ‘Big Society’.
- Twelve philosophers of schooling topic components of present and up to date united kingdom academic coverage to critique
- Forthright and important, the participants are unafraid to problem present orthodoxies
- Offers thought-provoking insights into smooth schooling policy
- Wide-ranging subject matters hide larger schooling and faith-based schooling, evaluate, the educating of interpreting, vocational and civic schooling, instructor schooling, the impact of Europe and the assumption of the ‘Big Society’
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Additional info for Education Policy: Philosophical Critique
1996) Thirty Years On: Is Comprehensive Education Alive and Well or Struggling to Survive? (London, David Fulton). Bridges, D. and Watts, M. 1, pp. 41–62. Bush, T. 2, pp. 271–288. , Davis, R. A. and Enslin, P. 1, pp. 165–182. Courtney, K. (2012) For-profit Free Schools Would Increase Social and Educational Segregation, The Guardian, 30 May. uk/commentisfree/2012/may/30/ profit-free-schools-social-educational-segregation#start-of-comments Crossley, M. and Watson, K. (2003) Comparative and International Research in Education: Globalisation, Context and Difference (London, Routledge Falmer).
In short, then, we are constituted as subjects in the conduct of our conduct, in the name of governmental concerns. For Foucault, the aim was not to provide a definitive theory of how power operates for its own sake. His interest was in the way that the specific diagnosis of the operation of power entails a diagnosis of who we are, and thus the possibility of resistance. Or, as he put it, his interest was in ‘the art of not being governed like that and at that cost’ (Foucault, 2007, p. 45). This is not to respond to governmentalisation along the lines that ‘we do not want to be governed like that and we do not want to be governed at all’ (p.
815). ). Phillips and Ochs identify possible ‘dangerous outcomes of cross-national attraction’ (2004a, p. 455) stemming from the adoption of quick-fix solutions that should never have progressed beyond the ministerial drawing board. Policies could be illuminated through applying rigorous philosophical scrutiny challenging the culture of political expediency by unravelling ‘the complexities of the process, which is sometimes informed by theory and evidence, but often is not’ (Schweisfurth, 2010, p.