Education, Policy and Ethics by Mike Bottery

By Mike Bottery

The world over, a couple of long term developments - globalization, marketization, managerialism - at the moment are impacting on nationwide schooling guidelines. right here, Mike Bottery exhibits how, mockingly, those forces are making schooling either extra centralized and extra

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First, the social is subordinated to the economic. In particular, issues of economic competitiveness are prioritized while issues of justice and equality are given a back seat. Second, the state increases its control of policy steerage, and educational institutions must accept their subordinate role. Finally, while educators will still find themselves within a market situation, these are directed markets, in which their fundamental role is as implementers of government policies. National mediations, policy determination and internal markets In North America, the UK, Australasia and elsewhere, then, governments are distancing themselves from the anti-governmentalism of the 1980s and early 1990s, and are increasingly attempting to channel the influence of global markets upon their own territories, though they are not, it must be noted, attempting to control the extent of such markets.

86) also argue that such dysfunctional consequences of globalization require a reassertion of democracy and the public sector at the intra-state level, and that education must be given the task of creating a citizenry who have the capacity to be more than globalized economic resources or product consumers. In the short term, however, the reaction of national governments in the developed world has been more pragmatic, even short-sighted. They have accepted that the loss of manual labour to cheaper markets is inevitable, and have realized that the only alternative is to head for the hi-tech end of the market, and engage in expensive education programmes which provide a flexible, adaptable and high-skilled workforce with which poorer countries cannot compete.

93) says 'in a communitarian society . . ' It then becomes apparent why the virtues approach by Aristotle, Maclntyre and others is appropriated. Furthermore, the essence of communitarian society lies in the use of normative rather than legal, coercive or utilitarian means and therefore these means will consist of things like education, leadership, role models, peer pressure and exhortation, rather than the use of legal or other kinds of force or the calculation of material consequences. Finally, and logically from what has gone before, the way to restore order to such a society is to cherish and proclaim these (traditional) values.

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