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Rethinking the Education Improvement Agenda: A Critical Philosophical Approach, by Kevin J. Flint, Nick Peim
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Offering a philosophical perspective to the educational improvement agenda, this engaging text provides a new language for research into educational improvement, bringing leading-edge philosophy to current practice.
Drawing on philosophical work, including that of Derrida, Foucault and Heidegger, the authors deconstruct the ethic of improvement before exploring key dimensions of education, its institutions and technologies. Each chapter draws on international case studies, provides engaging questions and makes suggestions for further reading to support the reader. Topics covered include:
- The Ethic of Improvement
- Teacher Education
- Leadership and Management
- Lifelong Learning
- The Rhetoric of Numbers
- The Governance of Childhood
- The State of Education Research
An essential text for all looking at how we think and talk about education and improvement.
- Sales Rank: #10292820 in Books
- Published on: 2012-02-02
- Released on: 2012-02-02
- Original language: English
- Number of items: 1
- Dimensions: 9.61" h x .70" w x 6.73" l, 1.19 pounds
- Binding: Paperback
- 320 pages
Review
'Rethinking the Education Agenda fills a huge gap in ourunderstanding of the role and function of schooling. Eschewing a standardargument that the state and (true) education are in opposition, Flint and Peimprovide an accessible analysis of a wide range of ideas which challenges traditionalassumptions about power and government. This is a much needed myth-busting bookthat will stretch our thinking about schools and schooling, childhood andlife-long learning, teacher education and identity, research and statistics.The insights offered by the authors are fresh and provocative and provide newways of thinking about education policy in an era of accountability. It shouldbe recommended reading for any student of culture and society and will be ofgreat interest to people working in education policy and teacher education.' AnnettePatterson, Head of the School of Cultural and Language Studies in Education,Queensland University of Technology, Australia
'Rethinking the Education Improvement Agenda is animportant and persuasive book.Over thepast quarter of a century or more we have been conditioned to think aboutschool effectiveness and improvement in a strictly functionalist and technicalway.In this book Kevin Flint and Nick Peimmove beyond the conventional wisdom and encourage us to interpret the fieldcritically and from a broader intellectual perspective. In developing theirideas about 'the enframing', Flint and Peim have given us a book containing amyriad insights that will surely be important in informing not only futureresearch and analysis, but policy and practice as well.' David Hopkins, Professor Emeritus, Institute of Education, Universityof London, UK
'Rarely does a single bookfulfill as many timely functions as Rethinking the Education ImprovementAgenda. Not only does it provide a cogent and precisely arguedreassessment of the purposes of state education, and its concomitant machinery;along the way Flint and Peim have also produced a powerful introduction to continentalphilosophy and critical theory, demonstrating how it can be used to lucidlyexpose policy and practice within the field of education in its oftenanti-democratic, governmental and anti-educational dimensions. If youever imagined that the work of Derrida, Heidegger and other writers of thatsupposed ilk, had nothing to contribute to the state of human knowledge beyondobscurity and self-indulgence, then this very accessible book will be ashocking surprise, as politics, power and theories of knowledge are revealed asbeing the heart of the education machine.' Paul Moran, Senior Lecturer, Faculty of Education and Children'sServices, University of Chester, UK
'This book offers a profound critique of the 'state' ofschooling oriented education. Educationists aiming to fully understand theirown thought and practice in the context of work in such a system ought to takethe messages of this book on board for the sake of sanity and clarity ofthought. It offers a way to rethink the educational project from a point ofview cleared of unwarranted and dangerous enthusiasm in the idea of educationalimprovement. Deeply philosophical, the complex and demanding analysis of whatseems, outside of such a philosophical perspective, really quite simple andcommonsensical, is submitted to a treatment that at times shines with truebrilliance. This is a book for those in education ready to embrace otherpossibilities and other ways of seeing. It is for those who care enough tothink for themselves.' Helen E. Lees, ResearchFellow in the Laboratory for Educational Theory, School of Education, Universityof Stirling, UK
'Rethinking the Education Improvement Agenda is animportant and persuasive book.Over thepast quarter of a century or more we have been conditioned to think aboutschool effectiveness and improvement in a strictly functionalist and technicalway.In this book Kevin Flint and Nick Peimmove beyond the conventional wisdom and encourage us to interpret the fieldcritically and from a broader intellectual perspective. In developing theirideas about 'the enframing’, Flint and Peim have given us a book containing amyriad insights that will surely be important in informing not only futureresearch and analysis, but policy and practice as well.’ David Hopkins, Professor Emeritus, Institute of Education, Universityof London, UK
'Rarely does a single bookfulfill as many timely functions as Rethinking the Education ImprovementAgenda. Not only does it provide a cogent and precisely arguedreassessment of the purposes of state education, and its concomitant machinery;along the way Flint and Peim have also produced a powerful introduction to continentalphilosophy and critical theory, demonstrating how it can be used to lucidlyexpose policy and practice within the field of education in its oftenanti-democratic, governmental and anti-educational dimensions. If youever imagined that the work of Derrida, Heidegger and other writers of thatsupposed ilk, had nothing to contribute to the state of human knowledge beyondobscurity and self-indulgence, then this very accessible book will be ashocking surprise, as politics, power and theories of knowledge are revealed asbeing the heart of the education machine.’ Paul Moran, Senior Lecturer, Faculty of Education and Children’sServices, University of Chester, UK
'This book offers a profound critique of the 'state' ofschooling oriented education. Educationists aiming to fully understand theirown thought and practice in the context of work in such a system ought to takethe messages of this book on board for the sake of sanity and clarity ofthought. It offers a way to rethink the educational project from a point ofview cleared of unwarranted and dangerous enthusiasm in the idea of educationalimprovement. Deeply philosophical, the complex and demanding analysis of whatseems, outside of such a philosophical perspective, really quite simple andcommonsensical, is submitted to a treatment that at times shines with truebrilliance. This is a book for those in education ready to embrace otherpossibilities and other ways of seeing. It is for those who care enough tothink for themselves.’ Helen E. Lees, ResearchFellow in the Laboratory for Educational Theory, School of Education, Universityof Stirling, UK
About the Author
Kevin J Flint is Senior Lecturer in Education at Nottingham Trent University, UK.Nick Peim is a Senior Lecturer in Education at the University of Birmingham, UK.
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