Questioning the Language of Improvement and Reform in Education
challenges the language used in education by linking the language
of both the public and professional domains with the changing
intentions of the governance of education. Exploring various
issues, which embody the many manifestations of the manner in which
strident, conservative language has captured the public view of
education, the book covers topics such as the importance of
language in the context of educational practice, the media's
portrayal of teachers globally, the role of students in the face of
curriculum reform and the language used in educational policy
worldwide. The book addresses the ways in which the words
'improvement' and 'reform' have been appropriated and hollowed-out
by policymakers in order to justify globalised education policies.
Using international case studies and reports, the authors argue
that the employment of specific words masks the reality that new
educational policies are regressive and require re-examination,
while perpetuating the illusion that progressive educational
practice is being brought to the fore. Questioning the Language of
Improvement and Reform in Education is a fascinating and original
take on this topic, which will be of great interest to educational
practitioners, policymakers and linguists.
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