Literaturnachweis - Detailanzeige
| Autor/in | Kulz, Christy |
|---|---|
| Titel | Everyday Erosions: Neoliberal Political Rationality, Democratic Decline and the Multi-Academy Trust |
| Quelle | In: British Journal of Sociology of Education, 42 (2021) 1, S.66-81 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kulz, Christy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2020.1861928 |
| Schlagwörter | Neoliberalism; Charter Schools; Politics of Education; Governance; Democratic Values; Foreign Countries; Power Structure; Privatization; Educational Administration; Authoritarianism; United Kingdom (England); United Kingdom (London) |
| Abstract | Since the late 1970s, Britain has moved from a Keynesian welfare state model toward a mode of governance where economic reasoning replaces politics. Education in England has not escaped this shift from government to governance described as neoliberalism. This shift toward a new governing rationality has taken shape within the English education system since the 1980s through new public management regimes and networked governance; it has accelerated with academies, or schools run outside of local authority oversight. This paper explores how Multi-Academy Trusts (MATs), or chains of academies directed by a centralized Trust Board, takes neoliberalism's governing rationality further as opaque networks of power are consolidated. Through tracing the narratives of MAT CEOs, government officials and union organizers, this paper shows how network governance enables neoliberal rationalities to predominate within MAT structures where authoritarian practices become normalized. Democratic ideals become bumps in the road to market-orientated progress requiring removal from education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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