Discipline Lessons from American Faith-Based Autonomous Schools: A Narrative of Power and 'Mini-Public' Ideology

Autor/in	Finefter-Rosenbluh, Ilana
Titel	Discipline Lessons from American Faith-Based Autonomous Schools: A Narrative of Power and 'Mini-Public' Ideology
Quelle	In: Journal of Education Policy, 37 (2022) 2, S.308-333 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finefter-Rosenbluh, Ilana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1785014
Schlagwörter	Religious Schools; Discipline; Ethics; Administrative Organization; Power Structure; Ideology; Educational Policy; Educational Environment; Parents; Private Schools; Professional Autonomy; Teachers + Suchen Sie Ihr Suchwort? Disziplin; Ethik; Ideologie; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Eltern; Private school; Privatschule; Berufsfreiheit; Lehrer; Lehrerin; Lehrende
Abstract	Widespread neoliberal approaches to education consider schools increasingly accountable for self-management and 'client' recruitment, encapsulating economic ideologies that assume privatisation is essential for social progress. With an ever-shifting landscape of market-driven policies and the increasing growth of private education settings, more research is needed to cast light on emerging or under-researched aspects of "autonomous schools." Located within a U.S. state that has strict constraints on tax subsidies for religious K-12 education, this paper investigates how an extensive form of "decentralisation" corresponds with schools' discipline and ethical environment. It analyses teacher interviews and web documents from faith-based, autonomous schools in a state that has "devolved" power and authority for decision-making to parents and other independent 'agents', having a distanced relationship with its non-state 'actors'. The paper follows Foucault's use of the metaphor of the "panopticon" and adopts his power analysis to examine the nature of "parental control" and its influence on disciplinary and ethical practices. Evidence suggests that these autonomous schools are driven by a "'mini-public' ideology" that constrains educators' autonomy and generates particular disciplinary norms; entangling ethical, educational, and social ramifications, including teacher resistance and "teacher demoralisation." Implications for policy are discussed in this context of control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01