Globalizing Educational Accountabilities

Lingard, Bob; Martino, Wayne; Rezai-Rashti, Goli; Sellar, Sam

doi:10.4324/9781315885131

Cited by 88 publications

(100 citation statements)

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“…Diane Ravitch (2010) and many others (e.g. Sennett 1998;Frontini 2009;Lingard and Rizvi 2009;Lindgard et al 2015) have persuasively argued that neoliberal approaches have had unexpected results in application in various societal factors (e.g. healthcare, housing, education).…”

Section: Challenges For Policy Educational Leadership Research Currmentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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Section: Challenges For Policy Educational Leadership Research Currmentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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“…A standardised curriculum is an impoverished curriculum as it 'reflects very limited social realities' (T3). The diversity of students' cultures and experiences and the future needs of the young people as they prepare to participate in an increasingly complex and increasingly diverse society are not addressed (Lingard, Martino, Rezai-Rashti & Sellar, 2016). In such a regime, opportunities for decentralised decision-making about curriculum and the acknowledgement of the 'deep diversity' of school populations, as advocated by Connell (2012) to achieve curricular justice, are seriously limited.…”

Section: Barriers To Achieving Curricular Justicementioning

confidence: 99%

English Classrooms and Curricular Justice for the Recognition of LGBT Individuals: What Can Teachers Do?

Pearce¹,

Cumming-Potvin²

2017

AJTE

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“…Hence, schools and teachers in the USA are calling for alternatives to current high-stakes teacher accountability policies, and on this basis Lewis calls for more progressive reconceptualizations of accountability, such as the "rich accountabilities" model (Lingard et al 2016), which combines "bottom-up" and "top-down" ways of holding systems, schools and communities accountable in order to acknowledge the broader societal purposes of education. Considering the substantial critique of the main OECD PISA program, it is remarkable that the schools included in Lewis' study embrace the OECD PISA for Schools program as means to challenge current teacher accountability policies in the USA.…”

Section: Overview Of the Articlesmentioning

confidence: 99%

Global perspectives on high-stakes teacher accountability policies: An introduction

Holloway

Sørensen

Verger

2017

EPAA

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The aim of this special issue, “Global Perspectives on High-Stakes Teacher Accountability Policies”, is to provide insights into a diverse set of policies focusing on teachers’ accountability, including the underpinning ideas and cultural and socio-economic contexts of these policies, as well as their effects on teachers’ work, the teaching profession and the broader educational environment. While these articles highlight the influence of the “global testing culture” on education systems world-wide, they also demonstrate the need for understanding accountability systems as context-specific. As such, we urge scholars to consider the social, historical, political and geographical contexts within which their research is situated and to promote a research agenda that looks at the specific responses and effects that accountability policies produce in different regulatory settings. This introductory article, first, clarifies the main focus and conceptual framework of the special issue and, second, presents an overview of the papers included in the issue and their main contents.

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Globalizing Educational Accountabilities

Cited by 88 publications

References 0 publications

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

English Classrooms and Curricular Justice for the Recognition of LGBT Individuals: What Can Teachers Do?

Global perspectives on high-stakes teacher accountability policies: An introduction

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