Standards-based governance of English teaching, past, present, and future?

Author:

Brass Jory

Abstract

Purpose – This study aims to draw from overlapping scholarship in critical policy studies and governmentality studies to examine how recent standards-based education policies mark a pivotal shift in the aims and governance of English education. Design/methodology/approach – The author traces this shift through a comparative analysis of the past two standards projects in the USA: the 1996 IRA/NCTE Standards for the English Language Arts and the 2010 Common Core State Standards. Findings – An analysis of the standards’ comparative development processes, educational aims and governmentalities exemplifies a global shift toward new policy networks, neoliberal imaginaries and the interrelated policy technologies of managerialism, performativity and free markets. Originality/value – This paper hopes to prompt more critical, reflexive and strategic stances towards standardization and the ways in which global education policies seek to reshape subject English and the future of teaching and teacher education.

Publisher

Emerald

Subject

Linguistics and Language,Language and Linguistics,Education

Reference64 articles.

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2. Ball, S.J. (2003), “The teacher’s soul and the terrors of performativity”, Journal of Education Policy , Vol. 18 No. 2, pp. 215-228.

3. Ball, S.J. (2012), Global Education Inc.: New Policy Networks and the Neo-Liberal Imaginary , Routledge, New York, NY and London.

4. Berliner, D. and Glass, G. (2014), 50 Myths and Lies that Threaten America’s Public Schools: The Real Crisis in Education , Teachers College Press, New York, NY.

5. Brass, J. (2009), “Historicizing the role of education research in reconstructing English for the twenty-first century”, Changing English , Vol. 16 No. 3, pp. 275-286.

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