https://doi.org/10.59132/vviz/2017/1/9-23
Povzetek
V tem prispevku analiziramo prenovo angleškega šolskega sistema med njegovo preobrazbo iz blaginjskega v poblaginjsko naravnanega, v katerem je glavni položaj zavzela privatizacija. Posledice teh reform za izobraževalni sektor proučimo v analizi, v kateri namenjamo posebno pozornost prevladi nove javne uprave in pojmu vodenja. Članek popisuje širjenje neoliberalne in neokonservativne miselnosti o izobraževanju v vseh glavnih političnih strankah v Veliki Britaniji, z začetkom v sedemdesetih letih 20. stoletja, ko je nova desnica »iznašla« krizo izobraževanja, do vznika političnega zbliževanja v zvezi s prenovo šolstva, ki zdaj traja že več kot trideset let. V njem utemeljujemo stališče, da je v šolski reformi to dolgotrajno zbliževanje zdaj privedlo do faze »post-NJU«, v kateri so ostanki blaginjskosti krhki in potisnjeni ob rob in v kateri čedalje bolj prevladujejo zasebni interesi. Izoblikujemo sklep, da so izkušnje izobraževalnih vodij, strokovnjakov in ustanov iz tega obdobja globoko vpete v nasprotja in napetosti, ki so neposredno povezani s samim procesom prenove, kar ustvarja trajno nestabilen sistem, ki hudo omejuje tako učitelje kot mlade.
Abstract
From New Public Management to Privatisation: Leadership and the Reform of Education in England
This article analyses the reform of the English education system as it has been transformed from a welfarist to a post-welfarist mode in which privatisation has come to occupy a position of central importance. The implications of these reforms for the education sector are considered in an analysis that pays particular attention to the ascendance of the New Public Management and the notion of leadership. Beginning with the manufacturing by the New Right of an educational crisis during the 1970s, the article charts the spread of neo-liberal and neo-conservative thinking about education across the mainstream political parties to create a political convergence in relation to educational reform that has now endured for over thirty years. It is argued that this protracted convergence has now led to a new ‘postnpm’ phase of educational reform where the remnants of welfarism are fragile and marginalised and in which private interests increasingly dominate. It concludes that the experiences of educational leaders, professionals and institutions during this era can be located within deep contradictions and tensions directly linked to the reform process itself resulting in a permanently unstable system that severely restricts both teachers and young people.