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Ritesh (partnership schools in NZ (charter school) (in NZ (reality…

- - - - against excessive state control
      - should open up state monopoly to market forces
      - voucher
    - - diversity of schooling options
      - people have more control over what si taught
      - individual freedom
      - competition will five improvement of all schools
  - - - opportunity to improve
      - potential for schooling to serve more interests and needs of students and the demands of society
      - grants parents more options
  - - - 2014:5 opened // 2015:1 closed, 3 failed to meet the enrolment target
        
        more is planning to open
      - result
        
        no compelling evidence that charters do better than public schools and potentially do worse
        
        states which actively scrutinise charters show most marked positive results
      - concern
        
        charters take more money that could be going to strengthening existing schooling system
        
        in 2017, charters are funded by actual rather than maximum rolls
        
        segregation by ethnicity, culture, religions
        exclusionary by location
        excessive requirement for parental participation
        
        BUT poor children, African-American and Latino students do better
  - - - a reflection of neoliberal ideology
        
        deregulate education
        
        shift contral outside the state as sole provider
    - - open to those 'unqualified'
      - threaten roles of teachers union
      - alter the definition of who and where teachers are located
    - - increase segregation
      - give responsive pedagogy to specific learners group
  - - - challenged (segregation)
    - - increased BUT more remain excluded
    - - unclear
  - - - parents are well-placed to engage with their children's learning
- - - - hold schools to account through consumer choice and financial incentives
    - - seems an extension of chil-rearing
      - teaching is extremely familiar
      - the knowledge and skills are what all competent adults have #
  - - - parents know how each student is doing
      - BUT it dose not improve teacher quality and can lead to unfair comparisons of students/schools
    - - the key idea is to hold schools to account through consumer choice and financial incentives
      - segregation
    - - advantages
        
        retain and motivate quality teachers
        
        attract quality teachers to lower-performing schools
      - disadvantages
        
        leads to culture comparison rather than cooperation within schools
        
        inconclusive evidence of how this impacts on students' achievement
        
        difficult to measure value and can lead to perverse incentives to "perfom"
  - - - profession development supoor
      - opportunities for learning from other peers/colleagues
      - in NZ
        
        a move towards shifting control in to hands of the state
      - give teachers time to observe, reflect on and defend their practices with other colleagues
    - - actions
        
        set common goals
        
        learn from each other
        
        appointment of mentor teachers with a record of excellence to share best practice
        
        incentivising schools to cllaborate
      - results
        
        schools feel they are dictated by the Ministry
        
        teacher feel the selecting expert teachers is not transparent and create inequalities in school
  - - - pro
        
        good performers are rewarded and poor performers fail
      - con
        
        low-performing learners are limited
    - - pro
        
        same expectation in terms of outcomes
        
        incentives for good teachers to fo to lower performing schools
      - con
        
        differentiated education experience for students in well/poor performing schools
    - - pro
        
        provides a clear and effective way for sorting students and teachers (through testing and standard)
        
        ensure public dollars are not being wasted on underperforming schools
      - con
        
        teacher status is harmed
- - - - schools are an expression of social democratic political ideals and a mechanism for children to play a constructive role in a democratic society
      - training for citizenship (environment)
      - equal treatment
        
        reflected as
        
        common curriculum, school uniform
      - equal access
        
        reflected as
        
        universal, free, compulsory primary , secondary school
      - equity and equality
        
        equality
        
        sameness
        giving the same thing to everyone
        only works at the beginning
        
        access
        
        : education should be universal and compulsory
        
        treatment
        
        similar treatment to prevent advantage/disadvantage
        
        outcome
        
        maximising ability but not necessarily equal results for all
        
        equity
        
        fairness
        making sure people get access to the same opportunities
      - the ideology of social equity
        
        egalitarianism
        
        equal access to schooling
        
        equal treatment
        
        problem
        
        limits the opportunities to develop diverse talents
        
        equality of results arising out of differential treatment
        
        disadvantaged children have the equal results
        
        justice
        
        more about fairness in the treatment of persons
        
        rules or standards about no one is favoured or disadvantaged
        
        a sense of balance and proportion
        
        no unequal treatment under particular situation
        
        justice applies to moral ends
    - - schools are a mechanism for sorting, selecting and training future generations for roles within society (prepare workforce)
      - labour market & economic productivity and efficiency
      - accept social inequalities
      - reflected as
        
        academic sorting, stratified schooling, merit-based selection
    - - schooling allows individuals to advance their own position within an economically and socially competitive society (competition)
        
        individual
      - competition and survival of the fittest
      - marketisation
        
        students and parents as customers
      - individual choice
        
        schooling is a market, and competition makes it sufficient
        
        primary: instil core skills
        
        secondary: the world of work
        
        private returns
        
        increase inequality is acceptable
        
        result
        
        the gap between the wealthy and the poor can be widen
        
        students cannot be treated as products
  - - - individuals should/cannot be excluded from benefiting from
        
        e.g.: clean air, parks, roads
      - education is public
        
        everyone benefit from
        
        hard to place a monetary value
        
        a core right of all citizens
    - - can be individually owned, have a value that is demand and supply driven
        
        e.g.: cars, housing
      - education is private
        
        improves individuals' position and welfare
        
        people are willing to pay for good education
        
        not everyone benefit from education equally, so should be driven by market
  - - - baby-sitting
        
        like a prison
      - socialising the young
        
        a lack of agreement over what sorts of values and beliefs ought to be inculcated
      - credentials for work
        
        impossibility of allocation all children to ideal jobs
        
        credential inflation
      - social mobility and cultural reproduction
        
        inequality has been reproduced
        
        how?
        
        the culture of the dominant group is the culture of school
        
        habitus
        
        cultural capital
      - [achieving external ends]
    - - normative aspect
        
        to know something worthwhile
      - cognitive aspect
        
        has an understanding of the reasoning behind what she or he knows
      - moral aspect
        
        be able to know what is expected of them
      - [internal ends: to be a good person]
- - - - the biological/physical differences
    - - the socialised roles
        
        not inborn, but learned from an early age
        
        not constant/fixed but changed depending on the social values, attributes and norms
        
        normal and abnormal: masculine and faminine behaviours
  - - - boys and girls equal access to school
      - but curriculum was differentiated to socialise by their expected role in society
      - female disadvantage
    - - WWII: labour shortage with women filling the gap
      - women was rising
  - - - explanation
        
        developmental differences (biological determinism)
        
        feminisation of schooling
        
        reflection of a crisis in masculinity (due to changing labour market and blurring gender roles)
        
        zero sum game (girls' success = boys failure)
        
        lack of statistical data
      - solutions
        
        problematic
        
        more male teachers => misogyny and homophobia
        
        boy friendly pedagogy => assumes all boys are the same
        
        single sex classroom (problematic)
    - - explanations
        
        occupational segregation by gender
        
        vertical segregation within an occupation (more male senior leadership)
        
        differing patterns of participation in the workforce (take care of children and pregnancy)
        
        unconscious bias