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1. Challenging the Post-Fordist/Flexible Organisation Thesis: The Case of Reformed Educational Organisations (EJ691032)
Author(s):
Brehony, Kevin J.; Deem, Rosemary
Source:
British Journal of Sociology of Education, v26 n3 p395-414 Jul 2005
Pub Date:
2005-07-00
Pub Type(s):
Information Analyses; Journal Articles
Peer-Reviewed:
Yes
Descriptors: Educational Policy; Educational Change; Foreign Countries; Educational Administration; Professional Autonomy; Accountability
Abstract: This paper examines claims that recent reforms to UK education have led to significant organisational changes in primary school and higher education. It also examines two main theoretical explanations for these, namely post-Fordism and New Managerialism. Examples of changes in both schools and universities, including flexibility and teamwork, are explored. Up to the mid-1980s, publicly funded educational organisations did display bureaucratic features, including rules, staff hierarchies and complex procedures. However, professionals employed in these organisations retained discretion and autonomy in their work. Since then, the introduction of an audit culture and a greater emphasis on management and regulation of the work of teachers and academics has decreased discretion and autonomy. This paper suggests that theories of New Managerialism offer a more satisfactory explanation of the changes explored than post-Fordism, which has more often been used as a normative model of what contemporary organisations should look like. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Management as Ideology: The Case of "New Managerialism" in Higher Education (EJ719262)
Deem, Rosemary; Brehony, Kevin J.
Oxford Review of Education, v31 n2 p217-235 Jun 2005
2005-06-00
Journal Articles; Reports - Evaluative
Descriptors: Educational Change; Ideology; Public Service; Higher Education; Power Structure; Administrators; Foreign Countries; Politics; Educational Administration; Administrator Role
Abstract: The paper explores ideological conceptions of management, especially "new managerialism", with particular reference to their role in the reform of higher education. It is suggested that attempts to reform public services in general are political as well as technical, though there is no single unitary ideology of "new managerialism". Whilst some argue that managers have become a class and have particular interests, this may not be so for all public services. The arguments presented are illustrated by data taken from a recent research project on the management of UK higher education. It is suggested that managers in public service organisations such as universities do not constitute a class. However, as in the case of manager-academics, managing a contemporary public service such as higher education may involve taking on the ideologies and values of "new managerialism", and for some, embracing these. So management ideologies do seem to serve the interests of manager-academics and help cement relations of power and dominance, even in contexts like universities which were not traditionally associated with the dominance of management. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Primary Schooling under New Labour: The Irresolvable Contradiction of Excellence and Enjoyment (EJ719245)
Brehony, Kevin J.
Oxford Review of Education, v31 n1 p29-46 Mar 2005
2005-03-00
Descriptors: Educational Policy; Elementary Education; Politics of Education; Foreign Countries; Class Size; Literacy; Numeracy
Abstract: This article aims to provide both an account and an assessment of the most significant policies adopted by New Labour on primary schooling since its victory in the election of 1997. A secondary intention is to determine what these policies reveal about New Labour and its political project. A key policy objective in New Labour's two terms of office since 1997 has been the retention of the electoral support it received from voters who had benefited from policies pursued by the Thatcher governments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. A New Education for a New Era: The Contribution of the Conferences of the New Education Fellowship to the Disciplinary Field of Education 1921-1938 (EJ748501)
Paedagogica Historica: International Journal of the History of Education, v40 n5-6 p733-755 Oct 2004
2004-10-00
Journal Articles; Reports - Descriptive
Descriptors: Foreign Countries; Psychology; Educational Change; Conferences; Intellectual Disciplines; Role; Ideology; Educational Research; Teacher Education; Organizations (Groups)
Abstract: This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. The NEF was a movement connecting lay enthusiasts for educational reform with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. Use is made of Bourdieu's concepts of field, forms of capital and habitus to analyse the strategies of agents at the conferences and their relation to developments in the disciplinary field. The NEF is also considered from the perspective of social movement theory as a non-class-based movement of opposition. Seven international conferences on education are discussed plus others in South Africa and Australia. The themes are discussed and their social composition is analysed both in terms of the countries represented and the participation of members of the academy. The origins of the NEF are traced from the Theosophical Fraternity in Education and the leading roles of Beatrice Ensor and Elizabeth Rotten are considered in the framework of habitus. Discussion of the work of Ferriere, the third founder of the NEF, reveals a distinction between philosophical and moral conceptions of education and ones associated with positivism. The location of psychology in this binary is also revealed. Accounts of the conferences held in the 1920s reveal a strong commitment among the leaders of the NEF to the fostering of international understanding and a world consciousness through education and Support for the League of Nations. This and other elements of the NEF's ideology are characterized as a heretical discourse. Tensions between members of the academy and the other participants are highlighted and the heterogeneity of the audiences are identified as a source of strength as well as friction. The following section addresses the change of emphasis of the NEF in the 1930s in response to the worsening international situation and the involvement of leading figures from the academy. The NEF's position on research in education and the need to bring teacher training into the academy was made explicit at the conferences held in South Africa, Australia and New Zealand. These involved bureaux of education research, which were financed by American foundations, and the combination of the NEF's network with this money is considered in terms of the field's development and the consequences for the competition for prestige and other forms of capital. The conclusion reviews the extent to which these conferences contributed to the development of the field and to the necessity for historical accounts of its development to take account of the dimensions analysed by Bourdieu's conceptual framework. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Education as a "Social Function": Sociology, and Social Theory in the Histories of Brian Simon (EJ681805)
History of Education, v33 n5 p545-558 Sep 2004
2004-09-00
Descriptors: Social Change; Historians; Social Class; Educational Sociology; Educational History; Social Theories; Foreign Countries; Ideology
Abstract: This article looks at the role of sociology and social theory in a selection from Brian Simon's historical writing. It also discusses his more explicitly methodological texts for, unlike many historians who form the basis for Bourdieu's observation, perhaps because initially he did not see himself as one, he frequently reflected on his theoretical orientation to the practice of history. Brian Simon's attitude towards sociology was sometimes ambivalent and occasionally, when it took the form of the new sociology of education, Marxisant sociology and reproduction theory, it was hostile. Nevertheless, his histories of education make use of concepts like social class and ideology that have for long been at the centre of sociological investigation and theorizing. In the course of focusing the role of sociology and the nature of social theory in Simon's renowned histories of education, the article considers the extent to which his research programme corresponded, on the one hand, to that adumbrated by Sir Fred Clarke in his "Education and Social Change", and on the other, to how far it was distinctively Marxist. The article then examines some of the subsequent critiques of the concept of class by historians as diverse as Gareth Stedman Jones and David Cannadine. It considers the relation between Brian Simon's histories and those of the social historians recently criticized by Popkewitz et al. The article ends with a plea for historians of education to return to the example of Brian Simon and pay more attention to sociology and social theory in general and to collective identities such as class, gender and ethnicity in particular. Arguably, both the formulation of their research questions and the interpretive processes by means of which they produce their narratives would benefit as a result. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. From the Particular to the General, the Continuous to the Discontinuous: Progressive Education Revisited. (EJ675441)
History of Education, v30 n5 p413-32 Sep 2001
2001-00-00
N/A
Descriptors: Educational Change; Educational History; Higher Education; Progressive Education; Social History
Abstract: Focuses on the progressive education works of Herbert Kliebard and Sol Cohen. Introduces four genres of writings about progressive education. Argues for closer attention to be paid to the discontinuities in history of what is considered progressive education. (MER)
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7. Using and Abusing the Past: The Use of History in the Performance Related Pay Debate. (ED452600)
2001-04-00
Information Analyses; Reports - Evaluative; Speeches/Meeting Papers
Descriptors: Academic Achievement; Accountability; Educational Change; Educational Improvement; Educational Policy; Elementary Secondary Education; Foreign Countries; Merit Pay; Performance Based Assessment; Policy Formation; Politics of Education; Public Schools; Teacher Salaries
Abstract: Since the 1980s there have been several attempts in the United States to depart from the single-salary schedule in place since the 1920s and to apply performance-related or merit pay (PRP) to teachers, assessed either at the school level or individually. Meanwhile, in England, a performance-management process is now being implemented that is also a major departure from the manner in which salaries have been calculated. This paper discusses why work advocating PRP in the United States is relevant to a discussion of the same process in England, despite their differences. It looks at the use of history made in that literature before providing a historical account of teachers' pay in England. This work also discusses the background of PRP in England and describes its main features. Much of the argument in favor of PRP rests on the view that a historical change is taking place in the nature of work and the structure of organizations. This paper points out that the changes form a normative model identical to that proposed by post-Fordism. Teachers in England are very demoralized, evidenced in falling recruitment rates and problems with retention. An increasing number of teachers are deciding neither to enter nor to stay. Under the new contracts, uncertainty created by reward and performance-management strategies add to the insecurity created by lack of job tenure. (Contains 8 pages of references.) (DFR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Montessori, Individual Work and Individuality in the Elementary School Classroom. (EJ656541)
History of Education, v29 n2 p115-28 Mar 2000
2000-00-00
Descriptors: Ability Grouping; Educational History; Educational Strategies; Elementary Education; Foreign Countries; Individualism; Individualized Instruction; Montessori Method; Primary Education; Teaching Methods
Abstract: Considers the effects of those who wanted to minimize classroom teaching in elementary schools, infant schools and infant departments. Explores the ideas of Maria Montessori, the debate between whole-class methods and individualized instruction, grouping students by ability, and the notion of individualism. (CMK)
9. Doctoral Students' Access to Research Cultures--Are Some More Unequal than Others? (EJ615170)
Studies in Higher Education, v25 n2 p149-65 Jun 2000
Descriptors: Access to Education; Educational Environment; Foreign Students; Graduate Students; Higher Education; Organizational Climate; Part Time Students; Research; Social Sciences; Student Attitudes
Abstract: Explored factors affecting social science doctoral students' access and experience of the research cultures at two British universities. Interviews and focus group discussions were held with 26 doctoral students. Analysis suggested that international and part-time students have the most difficulty in accessing peer and academic cultures. However, international students were more favorably disposed towards research training cultures than other students. (Author/DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. 'Even Far distant Japan' is 'Showing an Interest': The English Froebel Movement's Turn to Sloyd. (EJ607275)
History of Education, v27 n3 p279-95 Sep 1998
1998-00-00
Descriptors: Educational Change; Educational Objectives; Educational Philosophy; Elementary Education; Eye Hand Coordination; Foreign Countries; Kindergarten; Role of Education; Social Influences; Technical Education
Abstract: Investigates the popularity of Sloyd, a system of wood carving and educational handiwork, caused by the focus on developing students' hand-and-eye training in English elementary education in order to prepare them for work. Traces the history of the Sloyd movement from its role in educational reform to the eventual disappearance of Sloyd. (CMK)
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