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Education Policy and Realist Social Theory : Primary Teachers, Child-Centred
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Education Policy and Realist Social Theory : Primary Teachers, Child-Centred Philosophy and the New Managerialism Hard cover - 2002

by Robert Archer

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  • Hardcover

Description

Hard Cover. New. New Book; Fast Shipping from UK; Not signed; Not First Edition; Over the last two decades, the framework of economic competitiveness has become the defining aim of education. This book thoughtfully and persuasively argues against this new vision of education.
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Details

  • Title Education Policy and Realist Social Theory : Primary Teachers, Child-Centred Philosophy and the New Managerialism
  • Author Robert Archer
  • Binding Hard Cover
  • Condition New
  • Pages 272
  • Volumes 1
  • Language ENG
  • Publisher Routledge, London
  • Date 2002-03-07
  • Features Bibliography, Index
  • Bookseller's Inventory # ria9780415268394_pod
  • ISBN 9780415268394 / 0415268397
  • Weight 1.18 lbs (0.54 kg)
  • Dimensions 9.66 x 6.14 x 0.77 in (24.54 x 15.60 x 1.96 cm)
  • Library of Congress subjects Educational sociology - Europe, Education, Elementary - Social aspects -
  • Library of Congress Catalog Number 2001048588
  • Dewey Decimal Code 306.43

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From the publisher

In Europe welfare state provision has been subjected to 'market forces'. Over the last two decades, the framework of economic competitiveness has become the defining aim of education, to be achieved by new managerialist techniques and mechanisms. This book thoughtfully and persuasively argues against this new vision of education, and offers a different, more useful potential approach.
This in-depth major study will be of great interest to researchers in the sociology of education, education policy, social theory, organization and management studies, and also to professionals concerned about the deleterious impact of current education policy on children's learning and welfare.

First line

As indicated in the introduction, the principal aim of this book is to theorise about the interplay of child-centred philosophy, (new) managerialism and teacher mediation via the morphogenetic approach.