For nearly 200 years the organisational form of the school has
changed little. Bureaucracy has been its enduring form. The school
has prepared the worker for the factory of mass production. It has
created the 'mass consumer' to be content with accepting what is on
offer, not what is wanted. However, a revised educational code
appears to be emerging. This code centres upon the concept of
personalisation, which operates at two levels: first, as a new mode
of public service delivery; and second, as a new grammar for the
school, with new flexibilities of structure and pedagogical
process. Personalisation has its intellectual roots in marketing
theory, not in educational theory and is the facilitator of
'education for consumption'. It allows for the 'market' to suffuse
even more the fabric of education, albeit under the
democratic-sounding call of freedom of choice.
Education and the Culture of Consumption raises many questions
about personalisation which policy-makers seem prone to avoid:
- Why, now, are we concerned about personalisation?
- What are its theoretical foundations?
- What are its pedagogical, curricular and organisational
consequences?
- What are the consequences for social justification of
personalisation?
- Does personalisation diminish the socialising function of the
school, or does it simply mean that the only thing we share is that
we have the right to personalised service?
All this leads the author to consider an important question for
education: does personalisation mark a new regulatory code for
education, one which corresponds with both the new work-order of
production and with the makeover-prone tendencies of consumers?
The book will be of great interest to postgraduate students and
academics studying in the fields of education policy and the social
foundations of education, and will also be relevant to students
studying public policy, especially health care and social care, and
public management.
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