Community, philosophy and education policy: against effectiveness ideology and the immiseration of contemporary schooling

Fielding, Michael (2000) Community, philosophy and education policy: against effectiveness ideology and the immiseration of contemporary schooling. Journal of Education Policy, 15 (4). 397 - 415. ISSN 0268-0939

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Abstract

Contemporary education policy is dominated by a seriously flawed intellectual framework (school effectiveness) which will inevitably fail as a means of educating persons for the 21st century or, indeed, any other. Drawing on the work of the Scottish philosopher, John Macmurray, the paper sets out not only to understand why this is so, but also to offer a positive alternative in its place, namely, transformative or person-centred education. Central to this endeavour is an emancipatory, inclusive notion of community and a complementary understanding of its relation to the necessary demands of organizational and functional life.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Depositing User: EPrints Services
Date Deposited: 06 Feb 2012 20:03
Last Modified: 06 Jun 2012 15:39
URI: http://sro.sussex.ac.uk/id/eprint/23754
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