Management as ideology: the case of ‘new managerialism’ in higher education

The paper explores ideological conceptions of management, especially ‘new managerialism’, with particular reference to their role in the reform of higher education. It is suggested that attempts to reform public services in general are political as well as technical, though there is no single unitary ideology of ‘new managerialism’. Whilst some argue that managers have become a class and have particular interests, this may not be so for all public services. The arguments presented are illustrated by data taken from a recent research project on the management of UK higher education. It is suggested that managers in public service organisations such as universities do not constitute a class. However, as in the case of manager‐academics, managing a contemporary public service such as higher education may involve taking on the ideologies and values of ‘new managerialism’, and for some, embracing these. So management ideologies do seem to serve the interests of manager‐academics and help cement relations of power and dominance, even in contexts like universities which were not traditionally associated with the dominance of management.     

Pupils’ Liking for Physical Education as a School Subject

Stensaasen, S. 1975. Pupils’ Liking for Physical Education as a School Subject. Scand. J. educ. Res. 19, 111‐129. The intention of the present study was to assess adolescent pupils’ liking for physical education as a school subject and what aspects of this subject they particularly liked and disliked. The empirical data stem from 1321 pupils at the 7th, 8th and 9th grades levels at youth schools situated in eight densely populated areas in south‐east Norway. Data on the pupils’ liking for physical education and other school subjects were gathered by means of a five‐graded Likert scale and on aspects which the pupils liked or disliked by means of open‐ended questions. Physical education was found to be one ‘of the best liked subjects in school. No sex or grade differences could be detected. The results showed a very high degree of consistency over time from fall to spring.     

Mathematics education as a ‘design science’

Mathematics education (didactics of mathematics) cannot grow without close relationships to mathematics, psychology, pedagogy and other areas. However, there is the risk that by adopting standards, methods and research contexts from other well-established disciplines, the applied nature of mathematics education may be undermined. In order to preserve the specific status and the relative autonomy of mathematics education, the suggestion to conceive of mathematics education as a design science is made.Revised and extended version of the paper Mathematikdidaktik als design science, published inJournal für Mathematikdidaktik 13 (1992), 55–70. I am indebted to Jerry P. Becker, P. Bender, H. Besuden, W. Blum, E. Cohors-Fresenborg, Th.J. Cooney, L. Führer, H.N. Jahnke, A. Kirsch, G.N. Müller, H._Chr. Reichel, H. Schupp, Ch. Selter, H.-J. Vollrath, J. Voigt, G. Walther and H. Winter for critical remarks to earlier drafts.     

Towards a ‘critical cultural political economy’ account of the globalising of education

This paper outlines the basis of an alternative theoretical approach to the study of the globalisation of ‘education’ – a Critical, Cultural Political Economy of Education (CCPEE) approach. Our purpose here is to bring this body of concepts – critical, cultural, political, economy – into our interrogation of globalising projects and processes within what we will refer to as the ‘education ensemble’ as the topic of enquiry, whose authoritative, allocative, ideational and feeling structures, properties and practices, emerge from and play into global economic, political and cultural processes In the first half of the paper we introduce and develop the concepts that will underpin our approach. In the second half of the paper we explore the explanatory potential and epistemic gain of a CCPEE approach by examining the different manifestations of the relationship between globalisation as a political, cultural and economic project and an education ensemble. We conclude by reflecting on the possibilities this perspective offers.     

Education reform visions and new forms of gymnastics and dance as elements of a new body culture and ‘body education’ (1890–1930)

Late 19th-century Germany was shaped by industrialisation, technological progress, and urbanisation. Crises of modernisation resulted in a widespread criticism of civilisation that provided ground for the rise of numerous reform movements in various social contexts. They reacted to crises of their time by questioning established conventions, aiming at an overthrow of everything old in the name of the new and created enormous artistic and intellectual potential. This contribution explores the development of two avantgardist streams, the education reform movement and the gymnastics and dance movement, and points out the link that connected modern forms of body education and dance to education reform visions using Hamburg as an example. The willingness to experiment that came with Hamburg’s dedication to radical reform visions was evident not only in the public school system, but also in the emerging arts and culture scene that brought forth new forms of dance and movement.     

National Education as a ‘Civics’ Literacy in a Globalized World: The challenges facing education in Singapore

In this paper we discuss the idea of national education in Singapore. National education, broadly speaking, is a civics programme which seeks to instil a sense of place, identity and history in young Singaporeans with a view to developing national pride and commitment. We set this discussion against the backdrop of globalization and the idea of wired communities and argue that any civics programme needs to be more than simply a nationalistic agenda. To do this we have framed national education in Singapore as a civics literacy informed by the idea of multiliteracies. In doing so, we suggest that the pedagogical work of such an approach can help to sustain the nation state of Singapore yet place the civics agenda on a global stage where national education might be seen more appropriately as global education.     

The teacher as a ‘colony’: a case study of agentive responses to ‘colonising’ education policy in Vietnam

Neo-liberal educational policies that are being implemented globally work to foster competition among schools and teachers, as well as among children. In this situation, teachers must often come to accept the dominant representations of curricular policy developed by higher authorities. In this study, a case study design is used to describe how one school in Vietnam shifted away from this state of ‘colonisation’ by reforming the school under the framework of lesson study for learning community (LSLC). This paper subsequently argues that there is a need for school-level policies that democratise school culture and practices, resisting the negative impacts of colonising policies.     

Is ‘gender-sensitive education’ a useful concept for educational policy?

This article responds to Astrid Sinnes and Marianne Løken’s article ‘Gendered education in a gendered world: Looking beyond cosmetic solutions to the gender gap in science’ by exploring the idea of ‘gender-sensitive’ education and its usefulness in educational policy. It draws on theoretical discussions of the concept of gender and of difference to consider ways in which ‘gender-sensitive’ education might serve the task of promoting equality and justice.     

Comparisons of ‘Education Reform’ in Britain and the USA: a new era?

ABSTRACT

This paper compares and contrasts the origins, objectives and outcomes of the New Right education reform movements in Britain and the USA. It considers whether the education reforms will create a new era for schools, in terms of diversity of public and private provision and social, sexual and racial differentiation. This is despite the emphasis on quality or excellence in education as opposed to equality of educational opportunity. The origins of the reform movements are to be found in both the politics and economic developments of the ‘social democratic’ or ‘liberal’ bipartisan political consensus. The objectives of the reforms are to deal with declining international competitiveness and the raising of educational standards through consumer or parental choice. The outcomes are likely not to be a general raising of standards but rather a bifurcation in terms of a complex mix of class, race and gender.     

‘Micro’ politics: mapping the origins of schools computing as a field of education policy

This paper examines the emergence of schools ‘micro-computing’ in the UK between 1977 and 1984 – a period of significant educational, technological and political change. During this time, computing developed rapidly from a niche activity in a few select schools to the state subsidized purchasing of a ‘computer in every school’ and the nationwide promotion of computers as a feature of curriculum and pedagogy. Through a series of in-depth retrospective interviews with key policy actors (n=20) this paper develops a detailed ‘policy historiography’ of this period - shedding light on the complex power relations and interests that underpinned these developments. In particular, the paper highlights the origins of these policy interventions in earlier activities, and examines the negotiations and conflicts between and within the two government departments involved in the mass introduction of computing into the UK school system.     

‘I Knew Jean-Paul Sartre’: Philosophy of education as comedy

Abstract

Ludwig Wittgenstein suggests that ‘A serious and good philosophical work could be written consisting entirely of jokes’. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ‘I knew Jean-Paul Sartre’, trying to trump the discussion. This conversation is a dialogue about comedy and humor as a basis for philosophy, education and pedagogy that provides an introduction to recent works and a context for ongoing research. The concluding section provides further reflection on some of the main themes, drawing attention to the significance of humor in dialogues within philosophy and education, and suggesting that it has a particular role in resisting managerialism at all levels of educational institutions.     

Factors influencing a secondary school physical education teacher’s role as a pastoral head of year

ABSTRACT

Utilising the occupational socialisation theoretical framework, this United Kingdom based case study explored how a secondary school physical education teacher fulfilled the head of year role and what childhood, university and on-the-job experiences influenced execution of this role. Data were collected from interviews, lesson observations and a self-reflective journal. Inductive data analysis and constant comparison identified that the participant attempted to be an ‘administrative finisher’ and ‘empower’ staff, parents and pupils. These aims were influenced by the de-prioritisation of physical education, a desire to retain control of administrative situations, and the influence of past and present teachers. To overcome the issues that the dual roles of head of year and subject teacher present, it is recommended that a ‘timetabled’ period at the beginning and/or end of the day be utilised for important head of year tasks, and greater formal responsibility is given to the assistant head of year. The findings of this study suggest further research possibilities. Firstly, there is a need to examine the influence of teaching other subjects whilst undertaking the head of year role. Secondly, investigating the impact of childhood and university socialisation upon teachers’ fulfilment of other pastoral and/or leadership roles such as head of department, deputy head or head teacher appears warranted.     

Student perceptions of themselves as ‘consumers’ of higher education

This article first offers a survey of what has become an area of increasing interest in higher education: the rise of the so-called ‘student-consumer’. This has been linked in part to the marketisation of higher education and the increased personal financial contributions individual students make towards their higher education. Drawing upon a qualitative study with students across seven different UK higher education institutions, the article shows that while there is evidence of growing identification with a consumer-orientated approach, this does not fundamentally capture their perspectives and relationships to higher education. The article shows the degree of variability in attitude and approaches towards consumerism of higher education and how students still perceive higher education in ways that do not conform to the ideal student-consumer approach. The implications for university relations and how policy-makers and institutions themselves approach the issue are discussed.     

‘Towards a society of equals’: democracy,education, cooperation and the practice of radical inclusion1

ABSTRACT

The radical inclusion of the different interests and powers of all is fundamental to social equality. Moreover, both democracy and the associated practices of cooperation depend upon an equality of different voices if they are not to fall into forms of authoritarianism. Cooperation involves the free association of individuals who aggregate their individual powers to complete projects they could not accomplish alone. Those mutual dependencies require equality of participation and reward if co-operation is not to become hierarchical line management where the powers and participation of some are more greatly rewarded than those of others. And if education is employed to privilege the development of the powers and interests of some over others, it becomes reduced to a form of engineering to fit the interests of the powerful. Thus, I argue that discourses of equality and radical inclusion are co-extensive with democracy, co-operation and education.     

When is a Physical Concept born? The Emergence of ‘Work’ as a Magnitude of Mechanics

The physical magnitude ‘work’ has a long history. It emerged when two different practices, performed during the whole eighteenth century, met each other. The first was theoretical, practiced by philosophers and mathematicians, and was related mainly to the ‘living forces’ (vires vivae). The second was empirical, practiced by engineers, and was related to the work and the effectiveness of the motor engines. In both activities, the products ‘weight (or force) multiplied by height (or displacement)’ were used for calculations. Can we regard that these products constitute a well defined physical magnitude and are anticipations of the magnitude ‘work’? Modern historians of science assert that ‘work’, as a magnitude of mechanics, was created in France, at the beginning of the nineteenth century. Why? In order to examine these issues, a brief survey into the history of the relevant ideas will be done, and a number of characteristics, acquired by the magnitude of ‘work’ through the historical process of its construction, will be presented. These characteristics may help to depict a magnitude, in general, which is autonomous and embedded in a physical theory. Finally, from the historical data concerning the history of ‘work’, some educational implications will be considered.     

‘Education is a life marathon rather than a hundred-meter race’: Chinese ‘folk’ comparative discourses on Finnish education

Over the past decade Finnish education has been praised worldwide for its students’ ‘amazing’ results in the OECD PISA studies. Thousands of pedagogical tourists – including policy-makers, researchers and educators – have visited the country to find out about the reasons behind the success and to borrow, often uncritically and un-reflexively, Finnish practices that can help them to become ‘good performers’ too. This has resulted in what we call ‘folk’ comparative discourses on Finland. China is no exception to the rule. In this article we examine a range of books about Finnish education published in the Middle Kingdom (China) for a general rather than narrowly specialist readership. We are interested in how these volumes construct certain images and myths about it and what these tell us about how the authors view Chinese education but also current societal discussions about it. Our approach is based on critical and reflexive interculturality.     

Comparative education in Greece,as a European ‘semi-periphery’

ABSTRACT

Comparative education was established in Greek universities in the 1980s, with the creation of pedagogical departments and two laboratories, and the publication of a journal. There was an early emphasis on education policy analysis, in terms of assumptions about the ‘semi-peripherality’ of Greece within Europe. Later, the emphasis shifted to what was also called ‘modernisation’ – framed by entry to the European Economic Community. There was an emphasis on education policies in other European countries, and the educational policy of Europe, in contrast with Greece which had not yet absorbed what was becoming ‘a European discourse’. There was a continuing motif – reflections on methodology – but the changing concepts of modernisation, the more or less permanent anxiety about reforming Greek education, and the theme of education within the European Union dominated academic work in comparative education in Greece – even after 2010 and the major new economic crisis. An optimistic view is that comparative education will continue to develop in the Greek university through teaching and research. There is, however, a question to be asked about the silences within Greek comparative education.     

Seeking inclusive education: disrupting boundaries of ‘special’ and ‘regular’ education

The present paper is part of a larger study carried out in North Queensland, Australia, between 1999 and 2001. The original study focused on the perceptions of 15 women who each have (or had) a child who was medically, educationally and socio‐culturally constituted as having a disability. Qualitative methods were used for research design and to gather data. Poststructural and feminist perspectives were added to provide additional methods of data analysis. The primary focus in this paper is the spatiality of inclusive education with/in the discursive site of (special) education. It also considers the binary of regular/special education in relation to the spaces of educational discourse through the perspectives of the mothers, covering a temporal frame of 40 years. The mothers’ perceptions provide a historical lens on the changes that occurred in special education in North Queensland over this time, while at the same time offer an insight into the spaces disability occupies in education discourse.     

Towards a Critical Re-Appraisal of Ecology Education: Scheduling an Educational Intervention to Revisit the ‘Balance of Nature’ Metaphor

The ‘Balance of Nature’ metaphor is a pervasive idea in ecology. However, the scientific community acknowledged during the last decades that equilibrium conditions are rare, while disturbance events are not uncommon. We suggest that the exclusive teaching of the ‘Balance of Nature’ metaphor produces cultural, scientific and learning misconceptions about the structure and function of nature. We outline an exemplary educational intervention for high school students to exhibit that the use of computer simulations could serve important educational goals in ecology and environmental education, such as the liberation of the concept of ‘balance’ of its metaphysic burden, the comprehension of the dynamics and the systemic nature of ecological processes and the appreciation of the mutual relation between society and nature.