Neo-Liberal Governance Leads Education and Educational Leadership Astray

Autor/in	Moos, Lejf
Titel	Neo-Liberal Governance Leads Education and Educational Leadership Astray
Quelle	(2017), (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1007/978-3-319-58650-2_2
Schlagwörter	Neoliberalism; Governance; Politics of Education; Educational Administration; Democratic Values; Leadership; Educational Practices; Political Issues; Foreign Countries; Educational History; Cultural Differences; International Organizations; Global Approach; International Assessment; Instructional Leadership; Educational Change; United Kingdom; United States; Denmark; Finland; Norway; Sweden; Europe; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Führung; Führungsposition; Bildungspraxis; Politischer Faktor; Ausland; History of education; Bildungsgeschichte; Kultureller Unterschied; International organisation; International organisations; International organization; Internationale Organisation; Globales Denken; Instruction; Leadership; Bildungsreform; Großbritannien; USA; Dänemark; Finnland; Norwegen; Schweden; Europa
Abstract	The neo-liberal move to depoliticise and deregulate governance of public sectors by transferring them to the technocratic and administrative marketplace management endangers the political and democratic processes at all levels. It influences education and educational leadership at their very core: the purpose of education is shifting from intending to raise autonomous and critical participants in democracies, to aiming to produce an affirmative and employable workforce. This chapter analyses current developments in politics, administration and governance at state, municipal and institutional levels from a democratic perspective, and discusses concepts and practices of education and educational leadership with these same views. Two paradigms are described, in order to find the core of both kinds of theories: an outcomes-oriented, and a participation-oriented perspective. From a normative, democratic, viewpoint, it is argued that the core of each should be non-coercive relationships, developing deliberative practices in contemporary contexts is the main perspective in the chapter. [For the complete volume, "Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-Affirmative Theory of Education. Educational Governance Research. Volume 5," see ED612477.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01