Hvad kommer efter neoliberalisme?

Artiklen handler ikke direkte om uddannelse, men er alligevel relevant fordi neoliberalismen i høj grad har indvirket på uddannelsespolitikken.

Konklusionen er ...

“ ... we conclude that it is this process of problem-driven, experimentalist, and evolutionary policymaking that provides the most promising path for moving beyond neoliberalism. We do not see any new elegant, simple, universal model on the horizon that will replace neoliberalism. Rather, we see a messy, incoherent, and fragmented policy landscape, as countries iterate and adjust their economic models through ad hoc policy responses. While this may make international economic integration more challenging, overall this shift toward incoherence is not necessarily a bad thing—productive incoherence can allow countries to productively and pragmatically strengthen both market and state institutions based on their own particular contexts and needs.       

Geoffrey Gertz (May 2019): Emerging markets are moving beyond neoliberalism

Kilde: https://www.brookings.edu/blog/future-development/2019/05/02/how-emerging-markets-are-moving-beyond-neoliberalism/?utm_campaign=Brookings%20Brief&utm_source=hs_email&utm_medium=email&utm_content=72319274

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Dette blogindlæg supplerer afsnittet ”Fjerde uddybning: kampen om forståelse af reformer”

i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"  

i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.

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Skal skoler udvikles indefra eller udefra?

Det er der kamp om i Californien

Læs artiklen ...

Community schools score key victory in LA teachers strike

http://theconversation.com/community-schools-score-key-victory-in-la-teachers-strike-110149

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Dette blogindlæg supplerer afsnittet ”Fjerde uddybning: kampen om forståelse af reformer”

i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"  

i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.

Se Overblik over alle blog-indlæg

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Mødes børn fra alle samfundslag i de amerikanske skoler?

Doktor Martin Luther King, junior sagde om amerikanerne som nation “Vi er fanget i et uundgåeligt netværk af gensidighed, bundet i en fælles skæbne”. 

Denne forståelse er den samme som grundlæggeren af den offentlige skole i USA, Horace Man (1796-1859) stod for: Skolen skal være det sted, hvor man mødes fra alle samfundslag, og bliver amerikanere.

Hovedtendensen i dag er, at dette sker i mindre og mindre grad (se artiklen nedenunder), men der er også kræfter der forsøger at modvirke denne tendens.

Schneider, Jack (18. Januar, 2019): America's public schools seldom bring rich and poor together – and MLK would disapprove

http://theconversation.com/americas-public-schools-seldom-bring-rich-and-poor-together-and-mlk-would-disapprove-107777

Rapporten “A New Wave of School Integration: Districts and Charters Pursuing Socioeconomic Diversity

Artikel om rapporten:

Potter, Halley (2016): Updated Inventory of Socioeconomic Integration Policies: Fall 2016

https://tcf.org/content/commentary/updated-inventory-socioeconomic-integration-policies-fall-2016/

Skolers primære ansvar er forberedelse til kvalificeret medborgerskab

Denne artikel med amerikansk baggrund problematiser skolers ansvar grundigt med generaliseringer der rækker langt ud over amerikansk kontekst.

Det amerikanske begreb “equity” kan forstås som lighedsbestræbelser med resultatlighed som ideal ( i modsætning til startlighed som som ideal)

Rebell, M.A. (2018). Preparation for capable citizenship: The schools’ primary responsibility. Phi Delta Kappan, 100 (3), 18-23. Link: https://www.kappanonline.org/rebell-preparation-capable-citizenship-schools-primary-responsibility/

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Dette blogindlæg supplerer afsnittet ”Tredje uddybning: kampen om borgeropdragelsen”

i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"  

i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.

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Opsamling af 18 problemfelter i amerikansk grunduddannelse.

Nogle af emnerne har længe været kendt, andre er ret nye. Alle er del af det amerikanske fokus i den offentlige debat: Den herskende koncensus er at uddannelse fejler. Også selv om der hvert år indsamles statistikker, der viser at forældre anser deres egen børns skole for at være bedre end det generelle rygte ( se f. Eks. Kappan online yearly statistics, se link

Her er link til opsamlingsartiklen:

Mathew Lynch (2018): 18 Reasons the U.S. Education System is Failing.Artikel på websitet The Edvocate

https://www.theedadvocate.org/10-reasons-the-u-s-education-system-is-failing/

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Dette blogindlæg supplerer afsnittet ”Opsamling af den uddannelsespolitiske udvikling siden 1980érne”

i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"  

i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.

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Afrikansk forskning i læreruddannelse gennem fjernundervisning sætter fokus på 5 afgørende kvaliteter: tackle udfordringer, proaktivitet, opfindsomhed, vedholdenhed og problemløsning.

Udgangspunktet er at “... kvaliteten af et lands lærere er en indikator på et lands udviklingsniveau”

De 5 såkalte kvaliteter, som forskeren har fundet hos de studerende, der klarer sig bedst i fjernundervisning, beskrives. Som læser er det nærliggende at overveje, om ikke  vigtigheden af disse kompetencer ikke også gælder for onlinestuderende hvor som helst?

Der konkluderes at det er vigtigt at de udvikles før starten på fjernundervisning. ( Netop dette er i modsætning til megen undervisning i Afrika og  er en stor udfordring til undervisningssystemerne ( min kommentar)).

Desuden konkluderes der, at den onlinestuderende kan være sin egen bedste støtte når indsatsen er præget af de nævnte kvaliteter.

Nhlanhla Mpofu (2017): Distance learning: the five qualities student teachers need to succeed

http://theconversation.com/distance-learning-the-five-qualities-student-teachers-need-to-succeed-86550 , besøgt 13. November 2017

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Dette blogindlæg supplerer afsnittet ”Fjerde uddybning: kampen om forståelse af reformer”

i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"  

i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.

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Partsindlæg fra lærerorganisation i USA, der protesterer mod Trump-regeringens uddannelsesbudgetlovudkast maj 2017

(bemærk links med uddybninger)

"President Trump’s and Secretary of Education DeVos’ education budget was unveiled this week. It’s devastating news for public schools. See article in The Washington Post: "Trump´s first full education budget: Deep cuts to public school programs in pursuit of school choice"  link Rethinking Schools stands firmly against these unprecedented attacks on public education and we need your support to continue our fight against privatization—and to support and improve public schools.     Public schools remain the only educational institutions that have the potential and obligation to serve all students. Yet Trump’s education budget shows how this administration puts corporate interests over the needs of students and communities. The budget gives to charter and voucher schools—and steals from public school children: Gives $500 million more for charter schools (up 50% from current funding), $250 million to expand and “study’ voucher schools, and  $1 billion more to encourage school “choice” within districts. Cuts $1.2 billion for after-school programs that serve 1.6 million children, most of whom are poor, and $2.1 billion for teacher education and class-size reduction. Cuts $490 million for college work-study programs.  Cuts $700 million in Perkins loans for disadvantaged students. Cuts funding for mental health services, anti-bullying initiatives, physical education, and science and engineering instruction. Slashes $168 million for career and technical education and eliminates $96 million for adult literacy. ​​​​​​​​​​​​​​​​​​​​​​​​​​​​ Fight the Trump/DeVos agenda by making a donation to Rethinking Schools so that we can expand our work and strengthen the educational justice movement. In 1988, we ran our first article critical of school vouchers. Over the years we published dozens of articles exposing the move toward school privatization. We know that the experiment with privately run charter and religious voucher schools has failed. They don’t serve all students. They drain money from public schools. They are unaccountable to the public"  Source: https://app.robly.com/archive?id=2713f2778c50d356e9982ec9f1cea862 ************************************************************** Dette blogindlæg supplerer afsnittet ”Anden uddybning: kampen for at få alle med” i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"   i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag. Se Overblik over alle blog-indlæg **************************************************************

Er uddannelse til salg. Bliver alting gjort til varer?

I denne tekst, som er et udskrift af Stephen J. Ball’s forelæsning i 2004 med titlen
“Education For Sale! The Commodification of everything?”
bliver der diskuteret, hvad det er, der sker med hvordan vi forstår uddannelse og uddannelsespolitik i disse år.


Han starter med dette citat:

"The principles of the market and its managers are more and more the managers of the policy and practices of education." 
(Bernstein 1996 p. 87)


Den afsluttende konklusionen afrundes med disse overvejelser:

“I want nonetheless to suggest that perhaps what we are seeing is what Foucault has called an epistemic shift - that is a profound change in the underlying set of rules governing the production of discourses, the conditions of knowledge, in a single period – a cultural totality or multi-dimensional regularity if you like; social structures and social relations that take shape as the flesh and bones of the dominant discourse.

That is, a general transformation in the nature of social relations – based on the removal of many of the key boundaries which have underpinned modernist thought and a concomitant collapse of moral spheres and a total subordination of moral obligations to economic ones (Walzer 1984), what Bernstein calls a dislocation (Bernstein 1996). A break as significant as – and a break from the creation of the welfare state. A dislocation within which a new kind of citizen is produced in relation to new forms of government and governance – and a concomitant loss of ‘citizenship capacity’(Crouch 2003 p. 21). More specifically, new kinds of relations to and within education and learning are being enacted ‘there is a crisis, and what is at stake is the very concept of education itself’ (Bernstein 1996 p. 88).

What I am arguing here is that privatisation is not simply a technical change in the management of the delivery of educational services – it involves changes in the meaning and experience of education, what it means to be a teacher and a learner. It changes who we are and our relation to what we do, entering into all aspects of our everyday practices and thinking – into the ways that we think about ourselves and our relations to others, even our most intimate social relations. It is changing the framework of possibilities within which we act. This is not just a process of reform, it is a process of social transformation. Without some recognition of and attention within public debate to the insidious work that is being done, in these respects, by privatisation and commodification – we may find ourselves living and working in a world made up entirely of contingencies, within which the possibilities of authenticity and meaning in teaching, learning and research are gradually but inexorably erased.

It is time to think differently about education policy before it is too late.

We need to move beyond the tyrannies of improvement, efficiency and standards, to recover a language of and for education articulated in terms of ethics, moral obligations and values”
(min fremhævning)

Læs hele manuskriptet ( og se litteraturlisten) på linket
http://firgoa.usc.es/drupal/node/43424

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Dette blogindlæg supplerer afsnittet ”Tredje uddybning: kampen om borgeropdragelsen”

i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"  

i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.

Se Overblik over alle blog-indlæg

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Vil forholdet mellem privat og offentlig virksomhed i fremtiden blive en form for “kapitalisme 4.0” ?

I bogen “Capitalism 4.0 : the birth of a new economy in the aftermath of crisis” af Anatole Kaletsky (2010) reflekteres der over forholdet mellem start og marked efter den store økonomiske krise som kulminerede i 2008. Disse overvejelser  er også relevante i forhold til uddannelser, livslang læring og uddannelsesreformer. Her er et overblik over forfatterens tænkning:

Den dominerende ideologi fra 1980'erne til krisen 2007-09 antog, at markederne altid var rigtige, og regeringerne næsten altid var forkerte. 

Kapitalismens tidligere fase, fra 1930'erne til 1970'erne, antog, at regeringerne altid var rigtige og markeder næsten altid forkerte. 

Det mest karakteristiske træk ved kapitalismens næste æra vil være en erkendelse af, at regeringer og markeder begge kan være forkerte, og at deres fejl måske nogle gange kan være fatale, og derfor bliver eksperimentering og pragmatisme centralt i fremtiden.

Hans grundantagelse er, at den skiftende relation mellem statslig og privat virksomhed er det vigtigste forhold.

Spørgsmålet er om denne relation også bliver det vigtigste forhold overalt? Det gælder allerede i USA i dag.

Se link til et referat af bogen nederst. Her er nogle centrale afsnit:

“First up in our Capitalist Futures series is a book called Capitalism 4.0 by Anatole Kaletsky, published by Bloomsbury in 2010.Kaletsky is ‘Editor-at-Large’ at the Times and has also worked for The Economist and The Financial Times. 

Capitalism 4.0 places the economic meltdown of 2008 in the context of a series of upheavals that have sporadically characterised the evolution of capitalism, which Kaletsky sees as ‘an adaptive social system’.  Earlier phases of capitalism are identified as:

Capitalism 1.0: a period of relative stability that ran up to the First World War, the Russian Revolution and Great Depression in the US: ‘These unprecedented political and economic traumas destroyed the classic laissez-faire capitalism of the nineteenth century and created a different version of the capitalist system.’

Capitalism 2.0 is typified by Roosevelt’s New Deal, Lyndon Johnson’s Great Society, and the rise of the British and European Welfare states, which prevailed for some forty years.

Capitalism 3.0, in response to global inflation in the late 60s and 70s, ushered in the free-market revolution of Thatcher and Reagan that drove forward until the recent financial crisis, catalysing the new emerging economic reality: Capitalism 4.0.

In all instances, Kaletsky identifies ‘the changing relationship between government and private enterprise, between political and economic forces, [as] the clearest feature of capitalism’s evolution from one phase to the next.’

He writes:

‘The dominant ideology from the 1980s until the 2007-09 crisis assumed that markets were always right and governments nearly always wrong. The previous phase of capitalism, from the 1930s until the 1970s, assumed that governments were always right and markets nearly always wrong. The most distinctive feature of capitalism’s next era will be a recognition that governments and markets can both be wrong and that sometimes their errors can be near fatal…

Capitalism 4.0 will recognise that governments and markets make mistakes not only because politicians are corrupt, bankers greedy, businessmen incompetent, and voters stupid, but also because the world is too complex and unpredictable for any decision-making mechanism to be consistently right, whether it is based on economic or political incentives. Experimentation and pragmatism must therefore become the watchwords in public policy, economics and business strategy … The ability to operate by trial and error, to correct mistakes before they do too much social harm, is the greatest virtue of the market system.’

Kilde: Blogartikel skrevet af Jasmin Crowther om bogen

— Capitalist Futures: Anatole Kaletsky - 'Capitalism 4.0'

http://www.shinesustainability.com/blogs/post/55693455457/capitalist-futures-anatole-kaletsky-capitalism

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Dette blogindlæg supplerer afsnittet ”Opsamling af den uddannelsespolitiske udvikling siden 1980érne”

i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"  

i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.

Se Overblik over alle blog-indlæg

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