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The political economy of post-secondary education: a comparison of British Columbia,Ontario and Québec 总被引：1，自引：0，他引：1
A policy sociology approach is taken to examine the connections between neo-liberalism, post-secondary provincial education
(PSE) policy in Canada and the impact of those policies. Our thesis regarding the broad political economy of PSE is that over
the last two decades the adoption of this ideology has been a major cause of some dramatic changes in these policies and has
brought about a fundamental transformation of PSE in Canada. The discussion builds on a comparative, multiple, nested case
study conducted at the provincial (Québec, Ontario and British Columbia) and national level. Through the analysis of key provincial
and federal documents, the team concludes that five themes dominated the PSE policy-making process. These themes are Accessibility,
Accountability, Marketization, Labour Force Development and Research and Development. In discussing these themes, we illustrate
their impact on and within the three provincial PSE systems: BC, Ontario and Québec. In the conclusion, we place the changes
in their political and economic contexts and explicate the intended and unintended consequences of these policy priorities.
We argue that the pressure for access has led to the emergence of new institutional types, raising new questions about differentiation,
mandate and identity and new lines of stratification. A trend toward vocationalism in the university sector has coincided
with ‘academic drift’ in the community college sector, leading to convergences in programming and institutional functions
across the system, as well as competition for resources, students, and external partners. Unprecedented demand has made education
a viable industry, sustaining both a proliferation of private providers and a range of new entrepreneurial activities within
public institutions. Levels and objectives of public funding have swung dramatically over the period. Public investments in
PSE, in the form of capital grants and tuition subsidies, have alternately expanded and contracted, being at some times applied
across the board and at others targeted to specific social groups or economic sectors. Likewise, policymakers have treated
PSE at times as a mechanism for social inclusion and equality, at others as an instrument for labour force development, and
at yet others as a market sector in its own right.
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Pat Mahony 《Journal of Further & Higher Education》2019,43(4):560-572
This article reports findings from a research project on the impact of neo-liberalism on university life in the UK. Unusually, data collection includes interviews with senior management such as heads of departments and senior professors, as well as with lecturers and union representatives. Interviewees reported that the nature of institutional and individual pressures has changed and intensified over the last 30 years, resulting generally in negative experiences for staff and students; yet grounds exist for rejecting a purely deterministic thesis on the impact of neo-liberalism on higher education. Certain aspects of university work were described in positive terms and individual senior managers seemed able at times to mediate external pressures. Creative strategies of resistance were evident which provided some relief from an otherwise gloomy scenario. 相似文献
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Andy Smith 《Sport, Education and Society》2015,20(7):872-888
Drawing on interview data from a study of one School Sport Partnership (SSP) in north-west England, this paper examines (from the perspective of teachers): (1) some of the ways in which the SSP programme facilitated the increasing use of sports coaches to deliver aspects of physical education (PE) in state primary schools in England and (2) how coaches were accommodated within existing curricular arrangements. The use of coaches was found to be widespread and normalized, especially in extra-curricular PE which was often a coach-only zone. In some schools, coaches delivered all aspects of PE provision without the presence of teachers regardless of when the subject was delivered, and in other schools teachers were present but often acted in a supervisory capacity. This raised questions about the degree to which teachers were meaningfully involved in the planning and delivery of sessions and whether the use of coaches was likely to enhance teachers' confidence in, and specialist knowledge of, PE. Grounded in discussions of the differences between teaching and coaching pupils, teachers felt that coaches made a valuable contribution to the delivery of individual sports but often experienced particular difficulty in controlling pupil behaviour and classroom management, and that their lack of knowledge about pupils limited learning. It is concluded that it is only possible to adequately understand the trend towards using sports coaches and other non-specialists in PE by locating them within the context of broader social processes, especially the globalization of education policy and practices supported by shifts towards the privatization and marketization of education and other public sector reforms occurring in neo-liberal economies. 相似文献
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新自由主义对世界各国教育产生了广泛而深刻的影响。近年来,我国教育领域中的新自由主义思想主张及其实践也异常突出。新自由主义对高校师生群体的影响既表现为显性的课堂教学渗透,更体现为隐性的观念认识上的侵蚀,还表现为对教育价值取向、教育改革指导思想的总体性影响。高校应自觉运用马克思主义理论武器,尊重教育规律并按教育规律办事,主动建立有效的防范与预警机制,以警惕与防范新自由主义对师生群体不良影响的发生。 相似文献
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自20世纪80年代以来,在新自由主义的影响下,高等教育领域发生了一系列重大变革:经济逻辑取代了教育逻辑,企业逻辑取代了大学逻辑,资本逻辑取代了学术逻辑,高等教育日益走向市场化、产业化和商业化。 相似文献
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新自由主义利用传媒作为在我国传播的载体,深刻地影响了我国传媒改革的进程。反思新自由主义与我国传媒改革的关系,能够使我们更清楚地认识到,传媒改革要在批判吸收新自由主义理论合理成分的基础上,走出一条中国式的改革之路。 相似文献
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Ira Bogotch 《Journal of educational administration and history》2017,49(3):231-246
ABSTRACTIn this critical essay, I ask how educational researchers will move beyond repeating critiques of neoliberalism and learn how to address on-the-ground events that disrupt neoliberal policies and practices. By deconstructing neoliberalism, I hope to challenge its fixed and almost transcendent status, and to offer curricular and pedagogical ways of knowing based on Dewey's philosophy of experience and social relations. 相似文献
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比较分析了新现实主义的军事、个体安全,新自由主义的合作、机制安全,建构主义的文化、建构安全。这三个理论范式各有所长,但都不能完全解析国家安全面对的新变化。因此,对西方的理论流派中的国家安全观要全面、辩证地分析。 相似文献
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穆晓莉 《湖南师范大学教育科学学报》2011,10(4):92-94,97
自20世纪80年代至今,新自由主义已从一种经济学理论成为西方国家主导的政治意识形态,经济合作与发展组织(OECD)等一些国际组织的终身学习政策在新自由主义政策的影响下,呈现出单纯追求市场收益的发展趋势,而这种发展趋势背离了联合国教科文组织(UNESCO)制定终身学习政策的人文主义价值追求。终身学习政策的发展和学习型社会的建立要走出新自由主义造成的困境,有待回归其人文主义价值追求。 相似文献