What Kind of Society Does the School Need? Redefining the Democratic Work of Education in Impatient Times

Autor/in	Biesta, Gert
Titel	What Kind of Society Does the School Need? Redefining the Democratic Work of Education in Impatient Times
Quelle	In: Studies in Philosophy and Education, 38 (2019) 6, S.657-668 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biesta, Gert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-019-09675-y
Schlagwörter	Educational Philosophy; Educational Quality; Corporations; Role of Education; Democracy; Educational Improvement; Educational Attitudes; Negative Attitudes; Standards + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Quality of education; Bildungsqualität; Unternehmen; Bildungsauftrag; Demokratie; Teaching improvement; Unterrichtsentwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Negative Fixierung; Standard
Abstract	In many places around the world the modern school is under a relentless pressure to perform and the standards for such performance are increasingly being set by the global education measurement industry. All this puts a pressure on schools, teachers and students but also on policy makers and politicians, who all seem to have been caught up in a global educational rat-race. There is a discourse of panic about educational quality, which seems to drive an insatiable need for improvement, geared towards ever narrower definitions of what counts "as" education and what counts "in" education. The surprising result is that the modern school is increasingly seen as a problem, with high levels of dissatisfaction amongst teachers, students, politicians, the media and the public at large, who all want something better from the school, although they disagree about what this may look like. The question this raises is whether it is time to give up on the modern schools and its promise and hand it over to Pearson, Google and other educational capitalists, or whether we should try again and, if so, where we might go. The reflections I offer in this paper are primarily meant to think again about the relationship between the school and society, arguing for a more 'obstinate' school and a more 'patient' society. I argue that whether such a recalibration of the relationship between school and society is possible, is ultimately a test of the democratic quality of society itself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01