Policy over Procedure: A Look at the School Completion Programme in Ireland. Is This State Led Educational Intervention for Disadvantaged Children Merely Philanthropic and Can Current Global and National Neo Liberal Policy Trends in Education Be Overcome?

Autor/in	McKenna, Declan
Titel	Policy over Procedure: A Look at the School Completion Programme in Ireland. Is This State Led Educational Intervention for Disadvantaged Children Merely Philanthropic and Can Current Global and National Neo Liberal Policy Trends in Education Be Overcome?
Quelle	In: Journal for Critical Education Policy Studies, 13 (2015) 2, S.371-390 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; Disadvantaged Youth; Program Effectiveness; Neoliberalism; Educational Policy; Educational Practices; Curriculum; Academic Persistence; Graduation; Educational Attainment; Stakeholders; School Community Relationship; Intervention; Social Influences; Economic Factors; Accountability; Global Approach; At Risk Students; Academic Achievement; Equal Education; Ireland + Suchen Sie Ihr Suchwort? Ausland; Benachteiligter Jugendlicher; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Bildungspraxis; Curricula; Lehrplan; Rahmenplan; Abschluss; Graduierung; Bildungsabschluss; Bildungsgut; Sozialer Einfluss; Ökonomischer Faktor; Verantwortung; Globales Denken; Schulleistung; Irland
Abstract	"An overview of contemporary curriculum discourse shows a worrying drift to the technical; in current curriculum debates, technique is winning out over substance, procedure over principles" (Looney 2001, p.149). As a project worker in the School Completion Programme in Ireland I ask what and who education is for and look at to whom and to what end current policy and practice benefit and where School Completion Programme fits into the debate. To counter the current trend of curriculum debates drifting to the technical, the development of a curriculum conscience is explored as well as offering Freirean type "limit acts" in negating and overcoming, rather than passively accepting the given. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01