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This book fills a gap in the literature by focusing on
globalization with regard to the rescaling of educational
accountabilities, linked to international and national testing
regimes and their impact. In particular, this book examines the
impact and effects of this global framework in two illustrative
nations: Australia and Canada. The focus on these two nations,
which have very different forms of federalism, allows for
consideration of the rescaling of politics and policies in the
context of globalization and for an analysis of the complex
rescaling of educational accountabilities. It is the first book to
document and analyse the multi-scalar, relational and
differentiated effects in national schooling systems of this
rescaling of educational accountability. The authors also consider
the ways in which these accountability regimes have rearticulated
social justice and equity policies within nations in reductive
ways. It offers scholars and policy makers both a methodology and
an epistemological framework grounded in critical policy sociology
for doing education policy analysis in a time of neo-liberal
globalization.
This book provides an illuminating account of teachers' own
reflections on their experiences of teaching in urban schools. It
was conceived as a direct response to policy-related and
media-generated concerns about male teacher shortage and offers a
critique of the call for more male roles in elementary schools to
address important issues regarding gender, race and the politics of
representation. By including the perspectives of minority teachers
and students, and by drawing on feminist, queer and anti-racist
frameworks, this book rejects the familiar tendency to resort to
role modeling as a basis for explaining or addressing boys'
disaffection with schooling. Indeed, the authors argue, on the
basis of their research in urban schools in Toronto and Australia,
that educational policy concerned with male teacher shortage and
the plight of poor, disaffected minority boys would benefit from
engaging with analytic perspectives and empirical literature which
move beyond the singularity of gender and race as a basis for
entertaining an urban school reform agenda that emphasizes the
transformative potential of the male teacher as a role model.
Presented within is a compelling case for the need to disarticulate
discourses about role modeling from a politics of representation
that is committed to addressing the reality of the impact of racial
and structural inequalities on both minority teachers and students'
participation in the education system. This book also provides
insight into the persistence of gender inequality as it relates to
the status of elementary school teaching as women's work.
Around the globe, various kinds of testing, including high stakes
national census testing, have become meta-policies, steering
educational systems in particular directions, and having great
effects on schools and on teacher practices, as well as upon
student learning and curricula. There has also been a complementary
global aspect to this with the OECD's PISA and IEA's TIMSS and
PIRLS, which have had impacts on national education systems and
their policy frameworks. While there has been a globalized
educational policy discourse that suggests that high stakes
standardised testing will drive up standards and enhance the
quality of a nation's human capital and thus their international
economic competitiveness, this discourse still manifests itself in
specific, vernacular, path dependent ways in different nations.
High stakes testing and its effects can also be seen as part of the
phenomenon of the 'datafication' of the world and 'policy as
numbers', linked to other reforms of the state, including new
public management, network governance, and top-down and test-based
modes of accountability. This edited collection provides
theoretically and empirically informed analyses of these
developments. This book was originally published as a special issue
of the Journal of Education Policy.
Around the globe, various kinds of testing, including high stakes
national census testing, have become meta-policies, steering
educational systems in particular directions, and having great
effects on schools and on teacher practices, as well as upon
student learning and curricula. There has also been a complementary
global aspect to this with the OECD's PISA and IEA's TIMSS and
PIRLS, which have had impacts on national education systems and
their policy frameworks. While there has been a globalized
educational policy discourse that suggests that high stakes
standardised testing will drive up standards and enhance the
quality of a nation's human capital and thus their international
economic competitiveness, this discourse still manifests itself in
specific, vernacular, path dependent ways in different nations.
High stakes testing and its effects can also be seen as part of the
phenomenon of the 'datafication' of the world and 'policy as
numbers', linked to other reforms of the state, including new
public management, network governance, and top-down and test-based
modes of accountability. This edited collection provides
theoretically and empirically informed analyses of these
developments. This book was originally published as a special issue
of the Journal of Education Policy.
This book provides an illuminating account of teachers' own
reflections on their experiences of teaching in urban schools. It
was conceived as a direct response to policy-related and
media-generated concerns about male teacher shortage and offers a
critique of the call for more male role models in elementary
schools to address important issues regarding gender, race and the
politics of representation. By including the perspectives of
minority teachers and students, and by drawing on feminist, queer
and anti-racist frameworks, this book rejects the familiar tendency
to resort to role modelling as a basis for explaining or addressing
boys' disaffection with schooling. Indeed, the authors argue, on
the basis of their research in urban schools in Canada and
Australia, that educational policy concerned with male teacher
shortage and the plight of disadvantaged minority boys would
benefit from engaging with analytic perspectives and empirical
literature that takes readers beyond hegemonic discourses of role
modelling. A compelling case is presented for the need to
disarticulate discourses about role modelling from a politics of
representation that is committed to addressing the reality of the
impact of racial and structural inequalities on both minority
teachers and students' participation in the education system. The
book also provides insight into the persistence of gender
inequality as it relates to the status of elementary school
teaching as women's work.
This book fills a gap in the literature by focusing on
globalization with regard to the rescaling of educational
accountabilities, linked to international and national testing
regimes and their impact. In particular, this book examines the
impact and effects of this global framework in two illustrative
nations: Australia and Canada. The focus on these two nations,
which have very different forms of federalism, allows for
consideration of the rescaling of politics and policies in the
context of globalization and for an analysis of the complex
rescaling of educational accountabilities. It is the first book to
document and analyse the multi-scalar, relational and
differentiated effects in national schooling systems of this
rescaling of educational accountability. The authors also consider
the ways in which these accountability regimes have rearticulated
social justice and equity policies within nations in reductive
ways. It offers scholars and policy makers both a methodology and
an epistemological framework grounded in critical policy sociology
for doing education policy analysis in a time of neo-liberal
globalization.
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