These different perspectives represent two sides of the same problem: that whatever one’s métier – whether a teacher, nurse, social worker, community officer, librarian, civil servant, etc – all who now work in institutions designed to serve the public are expected to reorganize their thoughts and practice in accordance with a "performance" management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures, guidelines and advice into inflexible and obligatory compliance. A careful scrutiny of the underlying rationale of this "managerial" model shows how and why it may be expected, paradoxically, to make practices less accountable – and, in the case of education, less educative.
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|Publisher:||Taylor & Francis|
|Series:||Routledge International Studies in the Philosophy of Education|
|Product dimensions:||6.10(w) x 9.10(h) x 0.70(d)|
About the Author
Date of Birth:May 31, 1968
Place of Birth:London, England
Education:"Managed to drop out of Fine Art Degree at University."
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