‘Philanthropizing’ consent: how a private foundation pushed through national learning standards in Brazil     

Rebecca Tarlau  Kathryn Moeller 《教育政策杂志》2020,35(3):337-366

ABSTRACT

This article explores how the Base Nacional Comum Curricular (National Learning Standards), entered the policy debate in Brazil and became the most important reform initiative of the Ministry of Education between 2015 and 2017. We argue that this accelerated policy process was contingent upon the practice of philanthropizing consent: foundations’ use of material resources, knowledge production, media power, and informal and formal networks to garner the consent of multiple social and institutional actors to support a public policy. In other words, these foundations do not impose policies on governments; rather, they ‘render technical’ high-stakes political debates on pressing issues of educational equity and then influence state officials’ consensus about which policies to adopt. We argue that this philanthropic influence is not simply a neoliberal, profit-maximizing scheme; rather, it is an attempt by foundation and corporate leaders to garner power and influence on different scales, and re-make public education in their own image. Although this educational policy game is in many ways participatory and widely accepted, foundations are only able to play this role due to their tremendous economic power, a direct product of the unequal global political economy, and the systematic defunding of the public sphere.  相似文献   

VOICES OF DISAFFECTED PUPILS: IMPLICATIONS FOR POLICY AND PRACTICE   总被引：3，自引：0，他引：3  

Kathryn Riley  Jim Docking 《British Journal of Educational Studies》2004,52(2):166-179

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Big change question As national policy-makers seek to find solutions to national education issues, do international comparisons such as TIMMS and PISA create a wider understanding, or do they serve to promote the orthodoxies of international agencies?     

Kathryn Riley  Harry Torrance 《Journal of Educational Change》2003,4(4):419-425

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Professional Conversations and Professional Growth   总被引：1，自引：0，他引：1  

Murray S. Britt  Kathryn C. Irwin  Garth Ritchie 《Journal of Mathematics Teacher Education》2001,4(1):29-53

A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results, as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers. We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics; these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without recourse to a specialist's advice. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Impacts and effects of action learning in practice     

Sue Smith  Kathryn Winterburn  Kath Aspinwall  Christine Abbot 《Action Learning: Research and Practice》2017,14(3):256-257

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Trends and issues in instructional design and technology     

Gary J. Anglin  Kathryn Ley 《Educational technology research and development : ETR & D》2002,50(4):67-71

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Opening Oz's curtain: who’s really running the annual IEP meeting to discuss secondary transition issues?     

Jamie L. Doronkin  James E. Martin  Barbara A. Greene  Belkis Choiseul‐Praslin  Faye Autry‐Schreffler 《Journal of Research in Special Educational Needs》2020,20(3):206-216

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Exploring indicators of engagement in online learning as applied to adolescent health prevention: a pilot study of REAL media     

Ray  Anne E.  Greene  Kathryn  Pristavec  Teja  Hecht  Michael L.  Miller-Day  Michelle  Banerjee  Smita C. 《Educational technology research and development : ETR & D》2020,68(6):3143-3163

Educational technology research and development - Engagement is central to the effectiveness of online health messages and the related educational programs that aim to deliver these messages to the...  相似文献   

Understanding Violence Against Women in Southeast Asia: A Group Approach in Social Justice Work     

Kathryn L. Norsworthy 《International journal for the advancement of counseling》2003,25(2-3):145-156

Using a liberatory group approach, women and men from three countries in Southeast Asia, Thailand, Cambodia, and among refugees of Burma, analyzed gender-based violence within their cultural contexts. Group members also discussed strategies for transforming systems supporting violence against women into structures of peace and gender justice. The author briefly describes the group model employed in the project, based on principles from liberation theory and feminist psychology. Themes emerging from the analyses generated by group members are also presented along with preliminary recommendations for social change at the personal, family, community, institutional, and societal levels.  相似文献   

Discourse appropriation and category boundary work: casual teachers in the market     

Jennifer Charteris  Kathryn Jenkins  Marguerite Jones  Michelle Bannister-Tyrrell 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):511-529

With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might ‘do’ category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market.  相似文献