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ERIC Number: EJ955263
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
Reference Count: 83
ISSN: ISSN-0268-0939
Teaching within and against the Circle of Privilege: Reforming Teachers, Reforming Schools
Angus, Lawrence
Journal of Education Policy, v27 n2 p231-251 2012
Three decades of neo-liberal education in western countries, particularly English-speaking countries, have not served most children well. The evidence is mounting that the neo-liberal experiment has been a failure on many grounds, not least because of its deprofessionalizing effect on teachers. The disciplinary effects of neo-liberal policy frameworks on education remain powerful, but there are numerous teachers and schools who have resisted the regime of managerialism and accountability. This paper celebrates such activists. It argues that the internal focus on the delivery of instruction and test-taking inside schools ignores the point that the major influences on the school performance of children exist outside rather than inside the school. The paper argues that young people who have been "othered" and put at a disadvantage by the neo-liberal education system deserve to be treated in a more dignified, engaged and respectful manner than seems to be the case within the ideology of accountability and top-down managerialism. (Contains 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand; United Kingdom (England); United States