Re-imagining educational standards

Aline Nardo

doi:10.1108/978-1-80071-589-920221010

Re-imagining educational standards

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Abstract

This chapter unpacks the ontological conjectures underlying economy-oriented standardisation of educational institutions, practices and processes and reflects on alternative – and arguably more desirable – rationales for standardisation in education. Drawing from the works of Maxine Greene and John Dewey, as well as Critical Theory, this chapter contrasts the future-oriented educational concepts at the foundation of economy-directed standardisation – which are oriented on the attainment of certain future ‘outcomes’ – with standardisation rationales based on present-oriented educational theories that derive the purpose of education from educational experience and interaction.

Original language	English
Title of host publication	Educational Standardisation in a Complex World
Editors	Hanne Riese, Line Hilt, Gunn Søreide
Publisher	Emerald Group Publishing
Pages	181-195
Edition	1
ISBN (Electronic)	9781800715899, 9781800715912
ISBN (Print)	9781800715905
DOIs	https://doi.org/10.1108/978-1-80071-589-920221010
Publication status	Published - 20 Apr 2022

Keywords / Materials (for Non-textual outputs)

economy and education
accountability and control
PISA
critical theory
Maxine Green
John Dewey

Access to Document

10.1108/978-1-80071-589-920221010

Cite this

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KW - critical theory

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KW - John Dewey

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Re-imagining educational standards

Abstract

Keywords / Materials (for Non-textual outputs)

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