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This volume explores how educational policy is changing as a result of neoliberal restructuring and how these issues affect educators' practice. Evidence-based chapters present a sharp analysis of neoliberal education policy while also offering suggestions and recommendations for future action to bring about change consistent with more robust understandings of democracy. Covering issues relating to historical context, philosophical assumptions, policy implementation, accountability, teacher professionalism and standardization, Confronting Educational Policy in Neoliberal Times critically engages the ways micro- and macro- neoliberal politics shapes the purposes and implementation of schooling.
List of contents
Contents
Series Editor Introduction
Chapter 1: Introduction
Stephanie Chitpin and John P. Portelli
Part I Foundational Issues in Education
Chapter 2: A brief critical history of neoliberalism in education
John Baldacchino
Chapter 3: Revisiting critical reflective practice in neoliberal times
John Smyth
Chapter 4: Neoliberalism as a new form of colonialism in education
George J. Sefa Dei
Part II Impact of Neoliberal Education Policy
Chapter 5: Educational reform and exclusion in the age of neoliberalism
Antonia Darder
Chapter 6: Unpacking class and language disparities in neoliberal, colonized lands: Linguoelitism and its effects on disfranchised HaitiansPierre W. Orelus
Chapter 7: The impact of neoliberal assessment practices in Canada
Eric Dionne and Peter Milley
Chapter 8: Teacher professionalism in England: Teachers' work at the sharp end of neoliberal education reform
Alison Milner and Howard Stevenson
Part III Standardization and Marketization in Educational Policy
Chapter 9: Neoliberal education policy on racial and linguistic difference in Ontario Jeff Bale
Chapter 10: The futility of market-based reform in education: The case of the Iraqi Kurdistan Abdurrahman Wahab
Chapter 11: Alternative messages of hope: Pedagogies, consensus and a fairer go
Wayne Sawyer and Geoff Munns
About the Contributors
About the author
Stephanie Chitpin is Associate Professor of Leadership, Evaluation, Curriculum and Policy Studies at the Faculty of Education, University of Ottawa, Canada.
John P. Portelli is a Professor of Social Justice Education, and Educational Leadership and Policy at OISE, University of Toronto, Canada.
Summary
This volume explores how educational policy is changing as a result of neoliberal restructuring and how these issues affect educators’ practice.
