By Jane Green
ISBN-10: 0203832566
ISBN-13: 9780203832561
ISBN-10: 0415879256
ISBN-13: 9780415879255
This day, employees based€in associations designed to serve the public--teachers, nurses, social staff, neighborhood officials, librarians, civil servants, etc.--are anticipated to reorganize their suggestions and perform in line with a "performance" administration version of responsibility which inspires a inflexible paperwork, one that interprets law and tracking systems into rigid and compulsory compliance. This booklet exhibits how and why this functionality version could be anticipated, satirically, to make practices much less accountable--and, on the subject of schooling, much less educative. learn more... publication conceal; identify; Copyright; Contents; Acknowledgments; advent; half I Starting-Points: principles, beliefs, and Ideologies; 1 From problem to Doubt, From Doubt to Critique; 2 Quest for responsibility: The Managerial reaction; three The entice of the categorical: Managerial Modes of responsibility and the precise of Transparency; half II functional Judgment; four accountability and responsibility; five responsibility, Answerability, and the advantage of Responsibleness: caricature of a Neo-Aristotelian version of sensible Rationality; 6 Quest for responsibility: The Neo-Aristotelian reaction
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Additional resources for Education, Professionalism, and the Quest for Accountability: Hitting the Target but Missing the Point (Routledge International Studies in the Philosophy of Education)
Example text
What a sense of relief it was to know we’re all going in the right direction . . I am doing my job . . ” As Gerald Grace (1995: 23) notes, there exist many head teachers who are drawn by the image of managing director. One thing is clear. Two different value-frameworks are now at war with one another, each working to different conceptions of public accountability and professionalism. The dialectical difference between the two positions has been summed up in the following way: The new public management has been seen by critics as a market-based ideology invading public sector organizations .
Become . . in time the dupes of their own sophistry . . The man of system . . is often so enamoured with the supposed beauty of his own ideal plan of government . . [h]e goes on to establish it . . without any regard either to the great interests or to the strong prejudices which may oppose it . . But to insist . . in spite of all opposition . . must . . be the highest degree of arrogance. It is to erect his own judgement into the supreme standard of right and wrong. 1 MANAGERS, MANAGEMENT, AND MANAGERIALISM We shall begin by tracing the origin of an idea that became prominent in the last half of twentieth century and which some apologists for the status quo still advocate, namely, the idea that ‘better’ accountability and management entails making professional practices as explicit as possible for audit accounting, monitoring, and training purposes: ‘Not only are duties specified, but the means of evaluating the level of their performance is already prescribed, in .
The choice rests between two very different models of public accountability, grounded on two quite different models of practical and public rationality: which of these two models has more chance of maintaining trust in the accountability of our public institutions and in promoting the kind of professionalism capable of honoring that trust? I. 5 A NOTE ON TWO TECHNICAL TERMS Our present public accountability system generates a plethora of acronyms and terms of art. In advance of everything else, it is necessary to review, briefly, two terms: (i) ‘managerialism’ and (ii) ‘New Public Management’ (NPM).
Education, Professionalism, and the Quest for Accountability: Hitting the Target but Missing the Point (Routledge International Studies in the Philosophy of Education) by Jane Green
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