Mammon, Markets, and Managerialism — Asia-Pacific Perspectives on Contemporary Educational Reforms

  • Anthony Welch
Part of the Springer International Handbooks of Education book series (SIHE, volume 22)

If the world in general has changed profoundly over recent decades, so too has the world of education, in ways that reshape all who interact with it, whether educators, students, or parents. Educational institutions too, have been re-fashioned substantially, and all too often, it seems, by forces well outside education, and according to principles that have little to do with education.

Within the North, the ebullience of the post-war decades has largely gone, and the post-war Keynesian settlement replaced by a much more austere and technicist world of markets and managerialism (Clarke et al., 2000; Considine & Painter, 1997; Gee et al., 1996; Yeatman, 1997). Within the South, including some socialist states transi-tioning to a market economy, markets and managerialism have been seen as key strategies with which to promote development, reform the rigidities of the state socialist model, and leapfrog directly into a modern knowledge economy. Within education, the determination that post-war capitalist, or post-revolutionary socialist generations, would not be disfi gured by structures and ideologies that created and sustained class, ethnic, and gender inequalities, has now been largely overtaken by a fi ssiparous reform programme, that often sets groups, institutions, teachers, parents, and students against one another. (This is not to say that the former more egalitarian ideologies were always successful in achieving their goals; rather that the goals were different, and equality accorded a higher priority.)


Early Episode Chinese High Education Australian Education Sydney Morning State High School 
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© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  • Anthony Welch
    • 1
  1. 1.University of SydneyAustralia

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