School Improvement in a neo‐liberal world

Bibliographic Data

ID10106166
AuthorsTerry Wrigley (0000-0002-1536-243X, University of Edinburgh, corresponding author)
Year2008
Volume40
Issue2
Pages129-148
Publication date2008-07-18
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Educational Administration & History (JOURNAL)
Journal identifiersISSN: 0022-0620 • E-ISSN: 1478-7431
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00220620802210905
OpenAlexW2083565011
LanguageEN
Citations received7

This paper uses the concept of paradigm to examine the current state of School Improvement and its relationship to quantitative School Effectiveness studies. It argues that a significant and explicit paradigm change occurred in the early 1990s, resulting in a managerialist approach; a reductionist use of the concept culture; and an inadequate response to the challenges of poverty and under‐achievement. Some arguments are presented to show how this paradigm relates to a broader neo‐liberal context, and an alternative paradigm is outlined

Context (archaeology · Economics · Epistemology · Mathematics education · Paradigm shift · Pedagogy · Political science · Positive economics · Poverty · Reductionism · Sociology · State (computer science · Computer Science · Educational Assessment and Improvement · Law · Psychology · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies

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