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.
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.
Education, Professionalism, and the Quest for Accountability: Hitting the Target but Missing the Point
280Education, Professionalism, and the Quest for Accountability: Hitting the Target but Missing the Point
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Product Details
ISBN-13: | 9780415879255 |
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Publisher: | Taylor & Francis |
Publication date: | 12/07/2010 |
Series: | Routledge International Studies in the Philosophy of Education , #26 |
Pages: | 280 |
Product dimensions: | 6.00(w) x 9.00(h) x (d) |