Ethnography of a Neoliberal School : Building Cultures of Success book cover
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Ethnography of a Neoliberal School
Building Cultures of Success





ISBN 9781138672192
Published September 14, 2017 by Routledge
180 Pages

 
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Book Description

As a school ethnography, this book explores the controversial schooling practices and strategies embedded in charter school management organizations (CMOs), as well as how these practices influence teaching and learning, school leadership, teachers’ professional identities, and students’ understanding of success. By theorizing the common practices within the organization, Stahl connects current research in neoliberal governance, neoliberal structuring of educational policy, aspiration and social reproduction in schooling. Honing in on the discourse on education reform, Stahl demonstrates that a "unique blend" of neoliberalism and social justice values have permeated the CMO’s institutional culture, promoting the belief that adopting corporate practices will fix America’s schools and ensure equity of opportunity for all. The inclusion of institutional texts (emails, Blackberry messages, posters, and rubrics) balances the personal-subjective and inter-subjective to capture a blend of neoliberalism and social justice reframing.

Table of Contents

List of Figures





Preface





Acknowledgements





Chapter 1: Introduction





Part I





Chapter 2: School ethnography, school effects and schooling in neoliberal times



Chapter 3: Charter schools, the reform movement and CMOs



Chapter 4: Corporatization, CMOs and the "unique blend"





Part II



Chapter 5: Leadership



Chapter 6: Teachers



Chapter 7: Students



Chapter 8: Assessment



Chapter 9: Reflections





Appendix A – Qualities of Exemplary Teaching (QET) Deliverables Rubric

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Author(s)

Biography

Garth Stahl, Ph.D. is a Senior Lecturer at the School of Education at the University of South Australia and Research Fellow, Australian Research Council (DECRA). His research interests lie on the nexus of neoliberalism and socio-cultural studies of education, identity, equity/inequality, and social change. Currently, his research projects and publications encompass theoretical and empirical studies of learner identities, gender and youth, sociology of schooling in a neoliberal age, gendered subjectivities, equity and difference, and educational reform.