"Economics Imperialism", Education Policy and Educational Theory

Autor/in	Allais, Stephanie
Titel	"Economics Imperialism", Education Policy and Educational Theory
Quelle	In: Journal of Education Policy, 27 (2012) 2, S.253-274 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2011.602428
Schlagwörter	Stellungnahme; Economics; Educational Policy; Educational Theories; Economic Factors; Incidence; Policy Formation; Outcomes of Education; Educational Philosophy; Neoliberalism; Employment Qualifications + Suchen Sie Ihr Suchwort? Volkswirtschaftslehre; Politics of education; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Ökonomischer Faktor; Vorkommen; Politische Betätigung; Lernleistung; Schulerfolg; Bildungsphilosophie; Erziehungsphilosophie; Neo-liberalism; Neoliberalismus; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation
Abstract	This paper examines how economics imperialism (the increasing colonization of other disciplines by neoclassical economics) has affected contemporary education policies. I suggest that an increasing preoccupation with education meeting the needs of the economy, together with the prevalence of economic concepts outside of economics, have contributed to the development of education policies which mimic economic ideas. The specific policies which it considers are outcomes-based qualifications frameworks, which are becoming increasingly prevalent internationally. I argue that in the main, outcomes-based qualifications frameworks can be seen as tools for creating or regulating education markets, and that their underpinning logic is the logic of neoclassical economics. I further argue that the educational ideas that are invoked in association with outcomes-based qualifications frameworks, and which have often been seen as progressive, or empowering, or anti-elitist, have commonalities with the tools of analysis of neoclassical economics. Specifically, ideas about knowledge and the curriculum which have traditionally been seen as progressive have an overemphasis on individuals, and underemphasis on structures. These underlying similarities have facilitated the process whereby education policy has been rewritten using the tools of neoclassical economics, enabling the description of neo-liberal policies in progressive terms. (Contains 28 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10