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Autor/inArthur, James
TitelExtremism and Neo-Liberal Education Policy: A Contextual Critique of the Trojan Horse Affair in Birmingham Schools
QuelleIn: British Journal of Educational Studies, 63 (2015) 3, S.311-328 (18 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0007-1005
DOI10.1080/00071005.2015.1069258
SchlagwörterNeoliberalism; Educational Policy; Muslims; Institutional Characteristics; Public Education; Government Role; Politics of Education; Political Influences; Foreign Countries; Guidelines; Minority Groups; Educational Change; Antisocial Behavior; Islam; Religious Factors; Self Concept; Values; United Kingdom (Birmingham)
AbstractThis paper offers new insights into the effects of neo-liberal education policies on some Muslim majority schools in Birmingham. It critically reveals how the implementation of neo-liberal education policies, pursued by both Labour and Conservative Governments, has contributed to the failure of some mechanisms of school leadership and governance. The move away from agreed collective public and civil values to individualistic and private values as the guiding principles of public education has produced confusion in role, function and relationships. This is considered within the context in which secular liberal education aims to allow different minorities to flourish and recreate themselves. The paper outlines how the state has entered more fully into the lives of children and families through limitless government regulations and how OFSTED appears open to political interference by government regularly changing the framework for inspectors to suit the latest priority. Accordingly, the judgements of OFSTED have become contestable especially as the framework becomes the means through which every aspect of school life is to be considered, including "extremism". (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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