Abstract
In the previous three chapters, we have shown how policy orthodoxy has attempted to transform the institutional design of educational systems. In this chapter we again find a detailed policy template — consisting of new approaches to curricula, pedagogies, assessment, in-school selection and academic/vocational pathways. Its impact is considerable. At first sight, this impact is surprising. Of course, education’s relation to the labour market has always been central to its purposes. But equally, ever since the establishment of national systems of education, curriculum and pedagogy have been deeply implicated in the reproduction of national identities, while schooling’s function in transmitting the more general cultures associated with humanist traditions has also been important.1 That these positions, along with the progressivism that was a significant feature of the post-war period, should be so clearly sidelined, says much for the political weight and effectiveness of the strongly economised discourse that has become the vulgate of European policy for teaching and learning.
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Notes
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© 2008 Ken Jones, Chomin Cunchillos, Richard Hatcher, Nico Hirtt, Rosalind Innes, Samuel Johsua and Jürgen Klausenitzer on behalf of the Colectivo Baltasar Gracián
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Jones, K. et al. (2008). Teaching and Learning — The Terms of Modernisation. In: Schooling in Western Europe. Palgrave Macmillan, London. https://doi.org/10.1057/9780230579934_6
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