By Jane Green
This day, staff basedв‚¬in associations designed to serve the public--teachers, nurses, social staff, group officials, librarians, civil servants, etc.--are anticipated to reorganize their options and perform based on a "performance" administration version of responsibility which inspires a inflexible forms, one that interprets legislation and tracking strategies into rigid and compulsory compliance. This booklet indicates how and why this functionality version could be anticipated, ironically, to make practices much less accountable--and, relating to schooling, much less educative. learn more... e-book conceal; identify; Copyright; Contents; Acknowledgments; creation; half I Starting-Points: rules, beliefs, and Ideologies; 1 From predicament 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 suitable of Transparency; half II functional Judgment; four accountability and responsibility; five responsibility, Answerability, and the advantage of Responsibleness: cartoon 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)
To new-model the constitution . . The great body of the party are commonly intoxicated with the imaginary beauty of this ideal system . . [T]hose leaders . . 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 .
T]hose leaders . . 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.
The task now is to get on with the story of why it is that practitioners in order to prove they are professionally accountable must comply with managerial modes of accountability in the shape of ‘New Public Management’ (NPM), ‘performance’ models of management. ) One of the most important things to say, before we go any further, is that the work of managers now cannot be equated with the kind of work done in the post-war days of public service (and for roughly four decades after) by those who, among other things, were seen as ‘administrators, facilitators and wise counsels’ (Bottery 2000: 62).
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