By Trevor Gale
“This is an invaluable, attention-grabbing and invaluable paintings. The authors ask the tricky questions and test solutions which, even if complicated, are written in an obtainable and open demeanour. It merits to be extensively read.” academic evaluation attractive lecturers makes a planned try and reclaim the schooling discourse captured by way of new correct politics and fasten it with an intensive democratic schedule for education. On its time table are schooling markets, coverage, management, professionalism, and groups. enticing with those is conceived on no less than degrees. First, as a call for participation to academics to get involved in reconstructing education for socially simply reasons and in democratic methods. From this attitude, the politics of engagement isn't really easily an issue of acquiescence or resistance yet is expert by means of a dedication to generate possible choices: academics, mom and dad and scholars making issues ensue instead of having issues performed to them. additionally signalled is an reason to paintings jointly, exploring and performing on universal pursuits and throughout unusual floor. moment, the booklet additionally celebrates academics accomplishing those reconstructive efforts in beautiful and significant methods. The appeal is judgements approximately education made by means of these they have an effect on in addition to judgements which are significant simply because they interact the pursuits of all.
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Additional info for Engaging Teachers: towards a radical democratic agenda for schooling
Example text
Conclusion As indicated in Chapter 1, we see our inquiry in this chapter and the ones that follow as part of a critical tradition that engages with educational issues in relation to larger societal problems, an engagement with both local and global issues. Our theoretical supposition is that when educational change and socio-economic change are treated as dialectically related processes, we can best understand not only what is actually going on inside schools but also explore possibilities for desirable reforms.
As explained above, while particular applications vary from country to 24 Engaging teachers country, generally the state is encouraged to intervene less directly in public arenas such as education while nevertheless retaining critical influence via accountability schemes and ‘target-setting’ (Whitty et al. 1998; Thrupp 1999). Markets in education, we are told, will raise standards, improve academic performance and – some advocates maintain – also promote equal opportunities. Also central to these New Right prescriptions for education is the ‘freedom to choose’, which is perhaps the leading demand for educational reform today, popular amongst politicians and many families.
We agree that in many areas a concern with poor academic performance is long overdue but we do not believe a student’s total knowledge and ability can be defined simply through test scores. Doing well on standardized tests does not necessarily mean you will succeed in university/college, enjoy your job, be an active member of your community, or be an imaginative, critical thinker engaged in complex problem solving and social critique. Along with many teachers, we worry that a concern with academic performance, as measured by standardized testing, emphasizes the development of test-taking skills and defines learning principally in terms of procedure over substance.
