The collection shows that after twenty years since the first Ofsted inspections and annual national Standard Assessment Tasks in the early 1990s performativity imperatives have been unrelenting. However, the collection is also able to chart the ways in which schools and teachers have adapted the situation to suit themselves but also how hegemony works to reproduce this particular power. The problematic nature of agency is also seen through this twenty year collection of continuous research.
It includes details on how Foucault's governmentality works, the kinds of educational identities developed, the story of one four day inspection from researcher fieldnotes and the way schools today manage and embrace policy to ensure success. This collection will be useful as a way to review and interpret a major new educational curriculum and policy approach commencing in schools in 2014.
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