Rethinking the Education Improvement Agenda

A Critical Philosophical Approach

AvKevin J. Flint,Nick Peim

Häftad, Engelska, 2012

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Beskrivning

This is an engaging exploration of the philosophies that illuminate and shape current practice to provide a fresh look at how we think about education and improvement. Offering a philosophical perspective to the educational improvement agenda, this engaging text provides a new language for research into educational improvement, bringing leading edge philosophy to current practice. Drawing on philosophical work, including that of Derrida, Foucault and Heidegger, the authors deconstruct the ethic of improvement before exploring key dimensions of education, its institutions and technologies. Each chapter draws on international case studies, provides engaging questions and makes suggestions for further reading to support the reader. Topics covered include: The Ethic of Improvement; Teacher Education; Leadership and Management; Lifelong Learning; The Rhetoric of Numbers; The governance of childhood; and, The state of education research. It is an essential text for all looking at how we think and talk about education and improvement.

Produktinformation

Utgivningsdatum:2012-02-02
Mått:178 x 254 x 17 mm
Vikt:548 g
Format:Häftad
Språk:Engelska
Antal sidor:320
Förlag:Continuum Publishing Corporation
ISBN:9781441129734

Utforska kategorier

Pedagogisk teori och filosofi inom Psykologi och pedagogik

Mer om författaren

Nick Peim is a Senior Lecturer in Education at the University of Birmingham, UK. Kevin J Flint is Senior Lecturer in Education at Nottingham Trent University, UK.

Recensioner i media

'Rethinking the Education Agenda fills a huge gap in our understanding of the role and function of schooling. Eschewing a standard argument that the state and (true) education are in opposition, Flint and Peim provide an accessible analysis of a wide range of ideas which challenges traditional assumptions about power and government. This is a much needed myth-busting book that will stretch our thinking about schools and schooling, childhood and life-long learning, teacher education and identity, research and statistics. The insights offered by the authors are fresh and provocative and provide new ways of thinking about education policy in an era of accountability. It should be recommended reading for any student of culture and society and will be of great interest to people working in education policy and teacher education.' Annette Patterson, Head of the School of Cultural and Language Studies in Education, Queensland University of Technology, Australia

Innehållsförteckning

Introduction; 1. Education, the School and the State; 2. Some Questions for the Ethic of Improvement; 3. Childhood and the State; 4. Education Research; 5. Schools and Schooling; 6. Teacher Education; 7. Leadership and Management; 8. Lifelong Learning; 9. The Rhetoric of Numbers; Bibliography; Index.