The rationalization of neoliberalism in Ontario's public education system, 1995–2000
The rationalization of neoliberalism in Ontario's public education system, 1995–2000
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安大略省公共教育体系中新自由主义的合理化，1995-2000
DOI：
10.1016/j.geoforum.2004.03.003
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发表时间：
2004
期刊：
影响因子：
3.5
通讯作者：
R. Basu
中科院分区：
文献类型：
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作者：
R. Basu
近年来，新自由主义政策解决教育问题的全球化日益占据主导地位。在加拿大的安大略，这种意识形态话语的成功，特别是在过去十年中，一直难以打击，因为它向广大选民传达了一个理想的信息，即一个基于效率、问责制和省内不同学校董事会资源公平的信息。尽管许多活动团体（即工会、教育工作者、家长团体）提出抗议，但这些政策的执行基本上是成功的。本文通过追踪1995年至2000年的教育政策、声明和事件、报纸文章和其他政策报道，试图了解其在重组初期成功的性质。我认为，成功的一部分在于理解的技术和战略的实施或合理化的过程。我认为，在一个空间层面制定的政策在另一个运作方式完全不同，由于这一过程而产生的空间脱节导致新自由主义意识形态和教育不平等的持续成功。
The globalization of neo-liberal policy solutions to education problems has gained increasing dominance in recent years. In Ontario, Canada the success of this ideological discourse, particularly during the past decade, has been hard to combat due to the ideal message that it conveys to the general electorate, that is one based on efficiency, accountability and equity of resources across different school boards in the province. Despite protests from many activist groups (i.e. unions, educators, parent-groups) the implementation of such policies has been largely successful. By tracking education policies, statements and events, newspaper articles and other policy reports from 1995 to 2000, this paper seeks to understand the nature of its success during the early years of restructuring. I argue that part of the success lies in understanding the techniques and strategies of implementation or the process of rationalization. I argue that policies formulated at one spatial level operate quite differently at another and the spatial disjunctures that arise as a result of this process lead to the continued success of neo-liberal ideologies and inequalities in education.