The Pied Piper of Neo Liberalism Continues to Call the Tune in the Republic of Ireland: A Critical Discourse Analysis of Education Policy Texts from 2012 to 2021

Autor/in	Mooney Simmie, Geraldine
Titel	The Pied Piper of Neo Liberalism Continues to Call the Tune in the Republic of Ireland: A Critical Discourse Analysis of Education Policy Texts from 2012 to 2021
Quelle	In: Journal for Critical Education Policy Studies, 19 (2021) 2, S.427-451 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Educational Policy; Neoliberalism; Educational Change; COVID-19; Pandemics; Social Class; Curriculum Development; Hidden Curriculum; Poverty; Social Justice; Discourse Analysis; Foreign Countries; Policy Analysis; Critical Theory; Figurative Language; Administrative Organization; Educational Administration; Race; Ethnicity; Gender Differences; Elementary Secondary Education; Ireland + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Bildungsreform; Social classes; Soziale Klasse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Heimlicher Lehrplan; Armut; Soziale Gerechtigkeit; Diskursanalyse; Ausland; Politikfeldanalyse; Kritische Theorie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Rasse; Abstammung; Ethnizität; Geschlechterkonflikt; Irland
Abstract	The global coronavirus pandemic provides a disruption of seismic proportions and, in the short term at least, appears to further the reform agenda set by neoliberal/elite policymakers to reduce education to the exchange-value of a commodity. In an earlier article in the Journal of Critical Education Policy Studies, I conducted a critical scrutiny of policy reform texts in Ireland between 2000 and 2012 and revealed the playing out of a seductive tune by the Pied Piper of Neoliberalism securing a meritocratic system of social class privilege. Here I continue this critical scrutiny using a Critical Discourse Analysis of policy texts in curriculum reform, school inspection and teacher education from 2012 to 2021. I draw from critical theory to take an emancipatory-transformative perspective and to use the metaphor of a tapestry crossed threaded between consensualism (normative consensus) and essentialism (empirical consensus) to reveal a hidden curriculum of micromanagement and bureaucratisation. An education system where social class and poverty (and intersectionalities including gender, race, colour, ethnicity) are normalised as issues of the individual and where wider socio-political issues of a just schooling system, and a just global world, are, either glossed over or abandoned. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01