Building dams in Jordan, assessing teachers in England

A case study in edu‐business

Bibliographic Data

ID12725673
AuthorsPat Mahony (University of Roehampton), Ian Hextall (University of the West of Scotland, corresponding author), Ian Menter (0000-0001-6283-7496, University of the West of Scotland)
Year2004
Volume2
Issue2
Pages277-296
Publication date2004-07-01
Open AccessNo
TypeARTICLE
VenueGlobalisation Societies and Education (JOURNAL)
Journal identifiersISSN: 1476-7724 • E-ISSN: 1476-7732
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14767720410001733674
OpenAlexW2065317007
LanguageEN
Citations received20
References cited12

This paper describes, in the context of one highly circumscribed element of English educational policy, namely, Threshold assessment, the ways in which the boundaries between the public and the private have become increasingly porous and blurred. In this context, some consequences and implications of private sector involvement in public education are explored. Points of articulation between the specific issues we have encountered in our recent research project The impact of performance threshold assessment on teachers’ work (ESRC R000239286), and more general debates about public/private policy relationships, are discussed. The paper concludes with some general observations about the nature of those debates and the issues we have encountered

Archaeology · Articulation (sociology · Business · Context (archaeology · Element (criminal law · Geography · Political science · Private business · Private sector · Public policy · Public relations · Public sector · Sociology · Work (physics · Engineering · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Public Administration · Teacher Education and Leadership Studies

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