The New Articulation of Equity Education in Neoliberal Times: The Changing Conception of Social Justice in Ontario

Autor/inn/en	Rezai-Rashti, G.; Segeren, A.; Martino, W.
Titel	The New Articulation of Equity Education in Neoliberal Times: The Changing Conception of Social Justice in Ontario
Quelle	In: Globalisation, Societies and Education, 15 (2017) 2, S.160-174 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2016.1169514
Schlagwörter	Equal Education; Neoliberalism; Social Justice; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Interviews; Educational Policy; Accountability; Underachievement; Males; Teacher Attitudes; Inclusion; Educational Quality; Racial Differences; Politics; Qualitative Research; Canada; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Soziale Gerechtigkeit; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Verantwortung; Performance deficiency; Leistungsschwäche; Male; Männliches Geschlecht; Lehrerverhalten; Inklusion; Quality of education; Bildungsqualität; Rassenunterschied; Politik; Qualitative Forschung; Kanada
Abstract	In this paper, we draw attention to the impact of neoliberal globalisation in rearticulating conceptions of equity within the Ontario context. The Ontario education system has been hailed for its top performance on Programme for International Student Assessment (PISA) as a high-equity/high-quality education system and created "PISA envy" in the international context. Our aim in this paper is to provide some critical analysis of the neoliberal rationality and to examine its manifestations for rearticulating conceptions of social justice. Drawing on equity education policies in Ontario and one in-depth interview with an equity practitioner in one of Ontario's large and most diverse school boards, this paper illustrates how a redefinition of equity has been made possible through neoliberal systems of accountability and performativity involving measurement and facticity. As a result of these strategies, equity policy in education has been concerned with outcome measurement and boys' underachievement, while racial and class inequalities have become invisible. While this paper is focused on Ontario equity policy, we believe that it serves much broader interest given the current context of global education policy field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01