Anne-Marie O’Neill
Biographic Data
| ID | 6329384 |
|---|---|
| NAME | Anne-Marie O’Neill |
| GIVEN NAMES | Anne-Marie |
| FAMILY NAME | O’Neill |
| SIGNATURE | O’NEILL A |
| AFFILIATIONS | Massey University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 1 |
Assessment-based curriculum: Globalising and enterprising culture, human capital and teacher–technicians in Aotearoa New Zealand
This policy chronology traces the institution of globalised school curriculum and assessment discourses, as a vernacular and specific form of public rationalisation and educational governmentality in Aotearoa New Zealand. Without functional national standards or national testing, official discourses constructed an assessment-driven framework as a public measurement and performance regime. Drawing on Michel Foucault’s ‘toolkit’, this genealogy tra…
The New Zealand experiment: Assessment-driven curriculum – managing standards, competition and performance to strengthen governmentality
Following the Tomorrow’s Schools administrative restructuring, a second wave of educational change installed globalised discourses as governmentality policies in Aotearoa New Zealand. Drawing on Foucault’s ‘toolkit’, this genealogical policy chronology traces the transformation of curriculum and assessment into a specific political rationality, unsupported by national standards (NS) or testing. Its inscription into students and teachers through t…
Education Policy: Globalization, Citizenship andDemocracy
Providing an international perspective on education policy, and of the role and function of education in the global economy this text covers the major topics of central significance in education and the sociology of education
Privatising Public Policy: Privileging market man and individualising equality through choice within education in Aotearoa/New Zealand
(1996). Privatising Public Policy: privileging market man and individualising equality through choice within education in Aotearoa/New Zealand. Discourse: Studies in the Cultural Politics of Education: Vol. 17, No. 3, pp. 403-416
The New Zealand experiment: Assessment-driven curriculum – managing standards, competition and performance to strengthen governmentality
Following the Tomorrow’s Schools administrative restructuring, a second wave of educational change installed globalised discourses as governmentality policies in Aotearoa New Zealand. Drawing on Foucault’s ‘toolkit’, this genealogical policy chronology traces the transformation of curriculum and assessment into a specific political rationality, unsupported by national standards (NS) or testing. Its inscription into students and teachers through t…
Assessment-based curriculum: Globalising and enterprising culture, human capital and teacher–technicians in Aotearoa New Zealand
This policy chronology traces the institution of globalised school curriculum and assessment discourses, as a vernacular and specific form of public rationalisation and educational governmentality in Aotearoa New Zealand. Without functional national standards or national testing, official discourses constructed an assessment-driven framework as a public measurement and performance regime. Drawing on Michel Foucault’s ‘toolkit’, this genealogy tra…
Privatising Public Policy: Privileging market man and individualising equality through choice within education in Aotearoa/New Zealand
(1996). Privatising Public Policy: privileging market man and individualising equality through choice within education in Aotearoa/New Zealand. Discourse: Studies in the Cultural Politics of Education: Vol. 17, No. 3, pp. 403-416
Education Policy: Globalization, Citizenship andDemocracy
Providing an international perspective on education policy, and of the role and function of education in the global economy this text covers the major topics of central significance in education and the sociology of education
The New Zealand experiment: Assessment-driven curriculum – managing standards, competition and performance to strengthen governmentality
Following the Tomorrow’s Schools administrative restructuring, a second wave of educational change installed globalised discourses as governmentality policies in Aotearoa New Zealand. Drawing on Foucault’s ‘toolkit’, this genealogical policy chronology traces the transformation of curriculum and assessment into a specific political rationality, unsupported by national standards (NS) or testing. Its inscription into students and teachers through t…
Assessment-based curriculum: Globalising and enterprising culture, human capital and teacher–technicians in Aotearoa New Zealand
This policy chronology traces the institution of globalised school curriculum and assessment discourses, as a vernacular and specific form of public rationalisation and educational governmentality in Aotearoa New Zealand. Without functional national standards or national testing, official discourses constructed an assessment-driven framework as a public measurement and performance regime. Drawing on Michel Foucault’s ‘toolkit’, this genealogy tra…
Global Educational Policies and Reforms (4 works) · Political science (4 works) · Sociology (4 works) · Education Systems and Policy (3 works) · Law (3 works) · Political economy (3 works) · Politics (3 works) · Public Administration (3 works) · Aotearoa (2 works) · Curriculum (2 works)