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Over half of England's secondary schools are now academies. While
their impact on achievement has been debated, the social and
cultural outcomes prompted by this neoliberal educational model has
received less scrutiny. This book draws on original research based
at Dreamfields Academy, a celebrated flagship secondary school in a
large English city, to show how the accelerated marketization and
centralization of education is reproducing raced, classed and
gendered inequalities. The book also examines the complex stories
underlying Dreamfields' glossy veneer of success and shows how
students, teachers and parents navigate the everyday demands of
Dreamfields' results-driven conveyor belt. Hopes and dreams are
effectively harnessed and mobilized to enact insidious forms of
social control, as education develops new sites and discourses of
surveillance. This book is relevant to United Nations Sustainable
Development Goal 4, Quality education -- .
Over half of England's secondary schools are now academies. While
their impact on achievement has been debated, the social and
cultural outcomes prompted by this neoliberal educational model has
received less scrutiny. This book draws on original research based
at Dreamfields Academy, a celebrated flagship secondary school in a
large English city, to show how the accelerated marketization and
centralization of education is reproducing raced, classed and
gendered inequalities. The book also examines the complex stories
underlying Dreamfields' glossy veneer of success and shows how
students, teachers and parents navigate the everyday demands of
Dreamfields' results-driven conveyor belt. Hopes and dreams are
effectively harnessed and mobilized to enact insidious forms of
social control, as education develops new sites and discourses of
surveillance. This book is relevant to United Nations Sustainable
Development Goal 4, Quality education -- .
Inside the English education lab offers a range of qualitative and
ethnographic explorations of the academies programme in England.
Drawing on examples from primary and secondary academy
institutions, a free school and Multi Academy Trusts, the
collection explores how promises of academy policy are often at
odds with everyday practice. Data and evidence throughout the
collection highlight a multitude of ways in which the academies
'experiment' retrenches rather than reforms inequalities.
Methodological insights and innovations are also a central feature
of the collection, where authors interrogate what it means to
collect and produce data in the current political context. -- .
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